Journal article
It matters how you start: Early numeracy mastery predicts high school math course-taking and college attendance
2021
Infant and Child Development. https://doi.org/10.1002/icd.2281
Abstract
Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement (Woodcock & Johnson, 1989/1990, Woodcock-Johnson psycho-educational battery-revised. Allen, TX: DLM Teaching Resources) administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children’s mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age.
See MoreThis article was published outside of NWEA. The full text can be found at the link above.
Related Topics
This is the technical appendix for the NWEA research brief titled, “Behind at the Starting Line,” which examines Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.
Products: MAP Growth
Topics: Informing instruction, Early learning, Empowering educators, Growth
NWEA research brief examining Kindergarten test scores from more than 400,000 U.S. students and noting patterns that can predict academic success or identify students at risk of falling further behind. This early identification is key for educators, enabling them to intervene and influence learning trajectories before the next critical milestone: third grade.
Products: MAP Growth
Topics: Early learning, Empowering educators, Growth, Informing instruction
This white paper examines the landscape of middle school science course offerings, enrollment patterns, and assessment outcomes. The analysis of data from 2,200 schools finds that multi-disciplinary course models now dominate versus single-course offerings, though access to course types varies by race and ethnicity. In addition, students in different course models performed similarly on assessments.
Products: MAP Growth
Topics: Equity, Math & STEM
Achievement and Growth Norms for Spanish MAP Reading Fluency Foundational Skills Report
This technical report presents achievement and growth norms for Spanish MAP Reading Fluency Foundational Skills (grades K–3), enabling educators to interpret student performance and progress in early literacy domains relative to national peer groups.
Products: MAP Reading Fluency
Topics: Early learning, Item response theory, Measurement & scaling, Test design
Spanish MAP Reading Fluency Technical Report
This technical report outlines the design, scoring, reliability, and validity of the Spanish MAP Reading Fluency assessment, demonstrating how it measures foundational skills and oral reading fluency to support early literacy development.
Products: MAP Reading Fluency
Topics: Early learning, Equity, Measurement & scaling, Test design
Should kindergartners be redshirted? Costs likely outweigh academic benefits
This research brief examines the data on holding back five-year-olds from starting kindergarten – a practice known as redshirting. Using national data from over three million kindergartners from NWEA’s MAP Growth K-2 assessment, this study explores redshirting trends between fall 2017 and 2025. It also follows a kindergarten cohort (2021-22) through the third grade, examining whether there were academic advantages for redshirted students.
Products: MAP Growth
Topics: Early learning, Growth
Technical Appendix: Should kindergartners be redshirted? Costs likely outweigh academic benefits
This is the technical appendix for the research brief titled, “Should kindergartners be redshirted?” which examines the data on holding back five-year-olds from starting kindergarten – a practice known as redshirting.
Products: MAP Growth
Topics: Growth, Early learning
