Partnering to help all kids learn Paths to Postsecondary Slide 2
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. Slide
3 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. Slide 4
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 NWEAs 2011 norming study. Provides tables showing the
estimated probability of students meeting the designated college
readiness benchmarks. Slide 5 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. Slide 6 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 Slide 7
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 Slide
8 College Readiness Linking Study Estimated Cut Scores - Math Slide
9 College Readiness Linking Study Estimated Cut Scores - Reading
Slide 10 College Readiness Linking Study Estimated Cut Scores
Language Usage Slide 11 College Readiness Linking Study Probability
Tables Slide 12 College Readiness Linking Study Accessing
http://www.nwea.org/our-research/college-readiness Slide 13
College/Career Readiness Slide 14 Slide 15 Types of Post-Secondary
Institutions in these Examples: A State College A Top-Tier Public
University An Elite, Ivy League Institution Slide 16 ACT Entrance
Score for: A State College Entrance ACT Reading/Math Composite = 24
Slide 17 ACT Entrance Score for: A Top-Tier Public University
Entrance ACT Reading/Math Composite = 29 Slide 18 ACT Entrance
Score for: Entrance ACT Reading/Math Composite = 32 An Elite, Ivy
League Institution Slide 19 Composite Entrance Scores 24/ 24 29/ 29
32/ 32 Slide 20 Student Paths Introducing Three Normal Students,
and their (potential) Postsecondary Paths Theodore Thirdgrader
Sandra Seventhgrader Nate Ninethgrader Slide 21 APPROPRIATE
Postsecondary Paths Each child is unique. Each Postsecondary Path
will be different and MUST be appropriate for each individual
student. Slide 22 Theodore Thirdgraders 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 RIT 213 Entrance ACT 29 Spring RIT 224 Entrance ACT
32 Spring RIT 229 Slide 23 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 Slide 24 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 cant
read on grade level by 3 rd 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 Slide 25 Sandra
Seventhgraders 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 RIT 232 Entrance
ACT 29 Spring RIT 241 Entrance ACT 32 Spring RIT 246 Slide 26
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 Slide 27
Nate Ninthgraders 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 RIT 237 Entrance
ACT 29 Spring RIT 246 Entrance ACT 32 Spring RIT 251 Slide 28
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 Slide 29
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? Slide 30 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. Slide 31 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. Slide 32 Meeting the Norm Its 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. Slide
33 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 Getting
Students on Track to College and Career Readiness: How Many Catch
Up from Far Behind? (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. Slide 34 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 students goals, ability and potential. Slide 35 The Numbers
Lexiles & Career Planning Slide 36 NWEAs Vision: A world in
which education is kid-centric, relying on accurate and
comprehensive data to inform each childs optimal learning path.
Partnering to help all kids learn Slide 37 Les Perry Partner
Relations Representative Northwest Evaluation Association
218-850-1262 (Cell) [email protected] (E-mail)
