This guide provides information on ways districts and schools could use MAP Growth data to inform placement into Algebra 1, including how to select appropriate benchmarks, what does meeting an Algebra 1 readiness benchmark mean, and what benchmarks can and cannot tell educators. This guide replaces a previous version published in 2024.

Explore achievement and growth norms for the MAP Reading Fluency Early Literacy RIT for grades K–5. This guide provides national context for interpreting student achievement and growth across fall, winter, and spring, along with guidance for understanding scores, growth projections, and the universal screening threshold.

See how MAP Growth Reports empower educators at all levels—teachers, school and district leaders, and families—to make informed decisions that drive student growth. Discover a variety of intuitive and detailed reports to turn data into narratives that guide academic progress and improve educational outcomes.

This brochure helps educators utilize MAP Reading Fluency with Coach’s reports to identify and close K-5 reading gaps.

Reading specialist Dana Cansian of Monroe Township Public Schools (NJ) shares how pairing MAP Growth with MAP Reading Fluency reshaped her MTSS practice. By making fluency her “North Star,” she uncovered hidden phonics and phonemic awareness gaps, lifted conditional growth from the 60th to 99th percentile, and now trains teachers districtwide to turn data into next-day instruction.

Michelle Webb, Specialist of Interventions for Curriculum and Instruction at Arlington ISD in Texas, shares how her data-rich district uses MAP Growth to identify students for Read 180 and Math 180 interventions, track growth trends across the year, guide teacher coaching, and strengthen MTSS implementation from elementary through high school with high-quality, actionable data.

Mathematics is about far more than memorizing procedures or finding the correct answer. With this compilation of posts from our blog, Teach. Learn. Grow., we invite you to explore new ways of thinking about math instruction.