This simulation study examines the measurement precision, item exposure rates, and the depth of the MAP Growth item pools under various grade-level restrictions.

This report describes the norming procedures used to produce the user norms for the course-specific MAP Growth Mathematics tests in Algebra 1, Geometry, and Algebra 2.

This technical report is written for measurement professionals and administrators to help evaluate the quality of the MAP Growth assessments.

In this study, we examine the impact of two techniques to account for test disengagement—(a) removing unengaged test takers from the sample and (b) adjusting test scores to remove rapidly guessed items—on estimates of school contributions to student growth, achievement gaps, and summer learning loss.

his study describes a convergent validity analysis of the SEDA growth estimates in mathematics and English Language Arts (ELA) by comparing the SEDA estimates against estimates derived from NWEA’s MAP Growth assessments.

Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).

Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools.