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.

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.

Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries.

Student performance on standardized tests reflects more than just mastery of the material.

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.