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Paths to Postsecondary. Partnering to help all kids learn. The Paths to Postsecondary. The millions of MAP students exploring thousands of postsecondary schools create many “paths” of growth, necessary for admission into the school that is the best fit. - PowerPoint PPT PresentationTRANSCRIPT
Partnering to help all kids learn
Paths to Postsecondary
The Paths to Postsecondary
The millions of MAP students exploring thousands of postsecondary schools create many “paths” of
growth, necessary for admission into the school that is the best fit.
NWEA Research
The results showed a correlation between ACT entrance scores, MAP RIT scores and the year-
to-year growth path to achieve the desired entrance score.
The NWEA Research Team created an alignment study between students who have valid MAP scores and also have valid Explore,
Plan and ACT scores.
College Readiness Linking Study
• Released in December, 2011
• Use MAP RIT scores as a predictor on how students will do on the college readiness benchmarks of the EXPLORE, PLAN, and ACT.
• The percentile ranks provide an indicator of the difficulty of these benchmarks using NWEA’s 2011 norming study.
• Provides tables showing the estimated probability of students meeting the designated college readiness benchmarks.
College Readiness
What does College Readiness mean?
• A 50% chance that a student will receive a grade of B on a college level entry class.
Or
• A 75% chance that a student will receive a grade of C on a college level entry class.
The demands of the courses are different in various post-secondary
institutions.
Where did the numbers come from?
• Active NWEA districts that use EXPLORE, PLAN, and ACT
• ACT data was matched to corresponding MAP data at the individual level
• No formal sampling strategies employed other than to cut extreme residuals
College Readiness Linking Study –
Models Explored
• MAP Reading to EXPLORE/PLAN/ACT English• MAP Reading to EXPLORE/PLAN/ACT Reading• MAP Language Usage to EXPLORE/PLAN/ACT
English• MAP Language Usage to EXPLORE/PLAN/ACT
Reading• MAP Math to EXPLORE/PLAN/ACT Math
College Readiness Linking Study –
Estimated Cut Scores - Math
College Readiness Linking Study –
Estimated Cut Scores - Reading
College Readiness Linking Study –
Estimated Cut Scores – Language Usage
College Readiness Linking Study –
Probability Tables
College Readiness Linking Study –
Accessing
• http://www.nwea.org/our-research/college-readiness
College/Career Readiness
College/Career Readiness
“Types” of Post-Secondary Institutions in these
Examples:
A “State” College
A “Top-Tier” Public University
An Elite, “Ivy League” Institution
ACT Entrance Score for:
A “State” College
Entrance ACT Reading/Math Composite =
24
ACT Entrance Score for:
A “Top-Tier” Public University
Entrance ACT Reading/Math Composite = 29
ACT Entrance Score for:
Entrance ACT Reading/Math Composite = 32
An Elite, “Ivy League”
Institution
Composite Entrance Scores
24/24
29/29
32/32
Student “Paths”
Introducing Three Normal Students, and their (potential)
Postsecondary Paths
Theodore Thirdgrader
Sandra Seventhgrader
Nate Ninethgrader
APPROPRIATE Postsecondary Paths
Each child is unique.
Each Postsecondary Path will be different and MUST be
appropriate for each individual student.
Theodore Thirdgrader’s Path
NWEA data indicates that for Theodore to achieve the entrance Composite ACT score for these
institutions, his spring RIT score should approach:
Entrance ACT 24
Spring RIT213
Entrance ACT29
Spring RIT224
Entrance ACT32
Spring RIT229
Another Way to Look at Third Grade Spring RIT Scores
Average ACT Composite entrance score for an Education Major is
20.8
Third grade spring RIT for a student on a 20.8 trajectory
is 209
Average ACT Composite entrance score for an Engineering Major is
23.7
Third grade spring RIT for a student on a 23.7 trajectory
is 219
The Early Grades are a Critical Time for Learning
Early intervention is the most cost‐effective approach to closing the achievement gap.Association for Supervision and Curriculum Development (ASCD) Infobrief
Investments in early education programs offer a return of $1.80 to as much as $17.07 for every $1.00 spent.RAND (2005) Study
A student who can’t read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. American Educational Research Association
Sandra Seventhgrader’s Path
NWEA data indicates that for Sandra to achieve the entrance Composite ACT score for these
institutions, her spring RIT score should approach:
Entrance ACT 24
Spring RIT232
Entrance ACT29
Spring RIT241
Entrance ACT32
Spring RIT246
Another Way to Look at Seventh Grade Spring RIT Scores
Average ACT Composite entrance score for an Education Major is
20.8
Seventh grade Spring RIT for a student on a 20.8
trajectory is 238
Average Composite entrance score for an
Engineering Major is 23.7
Seventh grade Spring RIT for a student on a 23.7
trajectory is 247
Nate Ninthgrader’s Path
NWEA data indicates that for Nate to achieve the entrance Composite ACT score for these institutions,
his spring RIT score should approach:
Entrance ACT 24
Spring RIT237
Entrance ACT29
Spring RIT246
Entrance ACT32
Spring RIT251
Another Way to Look at Ninth Grade Spring RIT Scores
Average ACT Composite entrance score for an Education Major is
20.8
Ninth grade Spring RIT for a student on a 20.8
trajectory is 244
Average Composite entrance score for an
Engineering Major is 23.7
Ninth grade Spring RIT for a student on a 23.7
trajectory is 254
The “Meeting the Norms Happy Dance”
- Educators and Parents often do the “Meeting the Norms Happy Dance” when their students meet their NWEA Growth Norms Trajectory, at the 50th percentile.
- Is that the right reason to dance?
NWEA Norms
- NWEA Norms are a communication of what the students in the norming study actually DID or how they performed.
- There are STATUS Norms, or a communication of where each student performed in relation to his/her peers.
- There are GROWTH Norms, or a communication of how much academic growth each student demonstrated.
WHEN to Dance?
NWEA Status/Growth Norms for Theodore
- If Theodore Thirdgrader performed at a Spring RIT of 224 (the score for the top-tier public university), he would be at the 96th percentile for Status Norms.
OR
- For Theodore to be on track for the top-tier public university, he will need to grow at the 56 percentile in Growth Norms...in other words, more growth than the 50th percentile “typical” growth.
Meeting the Norm
It’s the same situation for Sandra Seventhgrader and Nate Ninthgrader...in many cases if students only MEET the norm year after year their growth will not beenough to reach the level (ACT Composite score) they want.
Another Research Study
ACT found (1) that “only 10 percent of students who were far behind their peers in college and career readiness benchmarks in reading in 8th grade were able to meet readiness benchmarks in 12th grade.”
(1)"Getting Students on Track to College and Career Readiness: How Many Catch Up from Far Behind?
" 2012 by ACT Researchers Chris Dougherty and Flemming
(1) “Students who fall far behind in early grades never catch up, even when they are obviously motivated to do so, and even when they attend high-achieving schools with more resources to help them.”
NOT Tracking
• This does NOT mean that educators should “track” students by inferring that if students score below a certain point, they are destined to not get into the postsecondary school of their dreams.
• This is merely a reminder that individual student growth path/trajectory should be based on each student’s goals, ability and potential.
The Numbers –Lexiles & Career Planning
NWEA’s Vision:
A world in which education is kid-centric, relying on accurate and comprehensive data to inform each child’s optimal learning path.
Partnering to help all kids learn
Les PerryPartner Relations RepresentativeNorthwest Evaluation Association
218-850-1262 (Cell)
[email protected] (E-mail)