Agenda Item
b. Approval of the Renewal of Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) Assessment Systems ( in an amount not to exceed $1,300,000.00) - (updated 07.08.2022)
Summary: Presented by: Mr. Oliver J. Lewis, III, Associate Superintendent, Office of Continuous Improvement (Accountability)
Request: In support of Board Policy II, it is requested that the Board of Education approve the renewal of the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) Assessment for the 2022-2023 school year in an amount not to exceed $1,300,000.00.
The requested purchase is an assessment expenditure that does not require bid per the District’s Purchasing Board Policy (DJE).
Why: The DeKalb County School District currently utilizes Measures of Academic Progress (MAP) as a formative, interim assessment in grades K-10 in Reading, Language Usage, Mathematics, and Science. MAP also serves as the District’s universal screener to identify gifted and magnet students, as well as provides supplemental student achievement data to guide Multi-Tiered System of Supports (MTSS) at the local school level.
Additionally, the District requires a tool that:
Is Diagnostic (measures student growth and identify students in need of additional support)
Provides students with an online learning path/continuum-based students’ identified need
Allows the District to compare student performance against other students to determine growth and mastery percentile gaps (this is particularly important for our at-risk subgroups)
Allows the District to determine students level of mastery based on state standards and learning criteria (i.e., success criteria and learning targets) through the use of RIT scores
Can be used as a predictor towards the GA Milestones, SAT and ACT
Provides easy to understand data district, school and individual student reports (at the demographic level)
Provides Family Reports
In preparation for the 2022-2023 school year, the requested renewal is to permit the DeKalb County School District to enter into a continued agreement with NWEA to offer district-wide licenses for MAP assessments and to provide professional learning services to ensure all staff build efficiency in the instructional application of assessment data.
The renewal of MAP reduces the number of norm-referenced assessments offered in a single school year as it replaces the following assessments: Renaissance’s STAR Early Literacy, STAR Reading, STAR Math, the Iowa Test of Basic Skills (ITBS).
Details: This proposed budget item is requesting funds not to exceed $1,300,000.00 to cover the costs associated with the District renewal of the NWEA MAP assessment system and professional learning services.
NWEA Measures of Academic Progress (MAP) is a suite of assessments that deliver data to make a difference in student progress. MAP Growth measures areas related to the Georgia Standards of Excellence in RIT (Rausch Unit) scores. As a result, educators can easily measure growth in learning through the school year, and from year-to-year in Reading, Math, Language Usage, and Science, which also affords educators the capability to differentiate instruction based on the tool’s functionalities. The tool is built on one of the most robust normative scales in the United States.
MAP assessments are computer-adaptive tests that increase in rigor as students answer items, correctly. When a student incorrectly answers a question, the test becomes less difficult as a means to match the next test item with the student’s academic aptitude. Therefore, a student takes an assessment created explicitly for his or her learning level. In addition, MAP Skills provides each student with his/her own specific learning path that identifies skill gaps and provides activities to help students master specific foundational skills.
The GA Department of Education is also closely determining the possibility of the NWEA MAP Assessment as a viable replacement of the year end summative assessment, currently known as the Georgia Milestones. A comprehensive pilot through the GA MAP Partnership has been underway and a stated decision is expected based on the pilot.
Financial impact: The financial impact is an amount, not to exceed, $1,300,000.00 for FY23.
The purchase amount will be paid using general funds budgeted to the Office of Continuous Improvement (Accountability), Department of Assessment Administration, charge code:
100.1000.530010.00011.7540.9990.8010.030.0000 (Other Purchased Services)
Contact: Mr. Oliver Lewis, Associate Superintendent, Office of Continuous Improvement (Accountability), 678.676.0300
Ms. Allison Q. Scott, Director of Assessment Administration, Office of Continuous Improvement (Accountability), 678.676.0300
Effective: July 2022
Status: Contract approved by General Counsel.
2020 NWEA MAP Growth
normative data overview
By using carefully constructed measurement scales that span grade levels, MAP® Growth™
interim assessments from NWEA® offer educators precise and accurate estimates of student
achievement within a subject. Before achievement test scores can be useful to educators,
however, they need to be evaluated within a coherent interpretive context. The 2020 NWEA
MAP Growth norms can provide one source of context.
For example, the 2020 MAP Growth norms allow educators to compare achievement
status—and changes in achievement status (growth)—to students’ performance in the same
grade at a comparable stage of the school year or across two test events within or across
school years. This information:
+ helps teachers plan instruction for individual students or confer with parents
+ supports school and district administrators as they focus on allocating resources
+ empowers school staff as they work to improve all educational outcomes
For more information about the changes to the 2020 MAP Growth norms and the research
behind them, please see page 6.
For many reasons, it is inadvisable to compare performance of a student on one set of MAP
Growth test norms to his or her performance on another set of MAP Growth test norms (i.e.,
2015 versus 2020 norms). NWEA strongly advises educators to use the 2020 MAP Growth
norms, especially when reviewing data longitudinally, because these norms provide the most
current and accurate reference for MAP Growth scores.
Differences between the 2020 and 2015 MAP Growth norms have been observed. Most
notably, student achievement has declined in recent years across subject areas, grades, and
terms. There are also differences in the magnitude of growth observed between test events.
On average, in mathematics and reading, the 2020 growth norms show slightly lower means
in the earlier grades and slightly greater means in the upper grades. Drops in the average
mathematics and reading achievement for grades four and eight are consistent with recent
declines reported on the National Assessment of Educational Progress (NAEP) for these
subjects and grades.
Well-constructed test score norms can inform many education-
related activities. Educators make use of the MAP Growth norms
in many ways, including:
1. evaluating student achievement and growth
2. individualizing instruction
3. setting achievement and growth goals for students or
groups of students in a school
4. supporting conversations about achievement patterns
MAP Growth achievement status and
growth norms for students and schools
The NWEA 2020 MAP Growth norms Study provides growth relative to students nationwide helps educators
achievement status and growth norms for individual move beyond the simple conclusion that a student either
students and grade levels within schools in each did or did not “make target growth” and understand
of the four subject areas: reading, language usage, the extent and magnitude by which a student’s growth
mathematics, and general science. The study’s results exceeded or fell short of the growth observed for other
are based on K–12 grade level samples. Records are similar students.
sampled from between 3.6 and 5.5 million test scores
from 500,000 to 700,000 students attending over In order for the norms to take instructional days into
24,500 public schools in 5,800 districts spread across all account, school district calendars for each school
50 states. represented in the study sample were retrieved. Using
the instructional days data plus actual dates of testing,
Rigorous sampling and weighting procedures, which NWEA estimated fall, winter, and spring norms. The
were consistent with the approach taken with the 2015 default instructional weeks were used to construct
MAP Growth norms, were used to ensure that the 2020 the achievement status and growth norms tables that
norms were representative of the U.S. public school appear on the following pages. Specifically, the 4th
student population. week is used for fall norms, the 20th week is used for
winter norms, and the 32nd week is used for spring
MAP Growth assessments can be administered on a norms. However, if a school’s testing calendar does not
schedule designed to meet a school’s needs. As a result, conform to the instructional weeks used to construct
student scores reflect different amounts of instruction. these tables, the normative references provided through
Under such circumstances, normative comparisons the MAP Growth reporting system still allow appropriate
will be unfair, for example, if students with 16 weeks of comparisons to be made.
instruction are compared to students with 20 weeks
of instruction. Like the 2015 norms, the 2020 norms Understanding standard deviation (SD)
accommodate this scheduling flexibility by constructing The columns labeled “SD” in the following tables
time-continuous norms. MAP Growth achievement contain the standard deviations of the means. An SD
and growth are defined for a number of different is simply a measure of dispersion of scores around the
instructional weeks during the year, allowing for more mean value; the smaller the SD, the more compact the
valid comparisons and interpretations of student and scores are around the mean. SDs are particularly useful
school achievement status and growth. when comparing student-level norms and school-
level norms and can help educators make a range of
Similar instructional week flexibility is addressed in the inferences. For example, knowing the spread of the
student and school growth norms. Growth anticipated for data can help educators understand the extent to which
students with the same initial score may be determined student achievement or growth exceeds or falls short of
for varying numbers of instructional weeks separating two student- or school-level means.
test occasions. This allows educators to make appropriate
normative interpretations of test results that are consistent
with their students’ particular testing schedules. With the
accompanying conditional growth percentiles, the norms
tell educators if students made growth consistent with
that of other students (in the same grade and subject
area, with the same initial RIT score) with the same
amount of instruction between test events. Situating
2 2020 NWEA MAP Growth normative data
Student achievement norms
The norms in the tables below have a very straightforward interpretation. For example, in
the achievement norms for reading, grade 2 students in the fall had a mean score of 172.35
and a standard deviation of 15.19. To get a sense of how much variation there was, the SD
of 15.19 can be subtracted from the mean and added to the mean to produce a range of
about 157–188. Since the norms are based on the bell curve, we know that 68% of all grade 2
reading scores are expected to fall within this range.
2020 Reading Student Achievement Norms 2020 Mathematics Student Achievement Norms
Fall Winter Spring Fall Winter Spring
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD
K 136.65 12.22 146.28 11.78 153.09 12.06 K 139.56 12.45 150.13 11.94 157.11 12.03
1 155.93 12.66 165.85 13.21 171.40 14.19 1 160.05 12.43 170.18 12.59 176.40 13.18
2 172.35 15.19 181.20 15.05 185.57 15.49 2 175.04 12.98 184.07 13.01 189.42 13.44
3 186.62 16.65 193.90 16.14 197.12 16.27 3 188.48 13.45 196.23 13.64 201.08 14.11
4 196.67 16.78 202.50 16.25 204.83 16.31 4 199.55 14.40 206.05 14.90 210.51 15.56
5 204.48 16.38 209.12 15.88 210.98 15.97 5 209.13 15.19 214.70 15.88 218.75 16.70
6 210.17 16.46 213.81 15.98 215.36 16.03 6 214.75 16.12 219.56 16.74 222.88 17.47
7 214.20 16.51 217.09 16.21 218.36 16.38 7 220.21 17.41 224.04 17.96 226.73 18.60
8 218.01 17.04 220.52 16.69 221.66 16.87 8 224.92 18.94 228.12 19.33 230.30 19.95
9 218.90 19.02 220.52 18.73 221.40 19.03 9 226.43 19.83 228.67 20.06 230.03 20.63
10 221.47 17.92 222.91 17.81 223.51 18.20 10 229.07 20.23 231.21 20.61 232.42 21.25
11 223.53 17.73 224.64 17.80 224.71 18.50 11 231.72 20.61 233.49 20.91 234.25 21.65
12 223.80 19.32 223.85 21.21 224.33 23.08 12 233.02 21.60 233.31 23.07 234.19 24.63
2020 Language Usage Student Achievement Norms 2020 General Science Student Achievement Norms
Fall Winter Spring Fall Winter Spring
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD
2 173.98 16.06 183.83 15.40 188.40 15.89 2 177.70 13.43 184.59 12.35 187.87 12.46
3 187.71 15.33 195.14 14.64 198.32 14.65 3 187.84 12.25 193.29 11.63 195.88 11.76
4 197.33 15.10 202.87 14.44 205.00 14.33 4 194.65 11.68 199.15 11.50 201.22 11.75
5 204.17 14.55 208.45 13.98 210.19 13.90 5 200.23 11.77 204.30 11.72 206.17 12.12
6 209.43 14.35 212.81 13.92 214.19 13.94 6 203.86 12.04 207.26 12.02 208.47 12.41
7 212.65 14.72 215.28 14.39 216.47 14.42 7 206.56 12.65 209.50 12.73 210.61 13.17
8 215.54 14.74 217.73 14.45 218.74 14.56 8 209.64 13.25 212.41 13.17 213.44 13.64
9 216.68 15.52 218.18 15.30 219.00 15.51 9* 211.40 14.10 213.42 14.17 213.99 14.72
10 218.82 15.10 220.19 15.11 220.86 15.45 10* 213.24 14.26 214.95 14.42 215.29 15.07
11 220.66 14.94 221.86 14.98 222.33 15.53
* These science status norms describe the distributions of
achievement in general science academic skills and content
knowledge for the relevant student populations for these
grades and are useful for screening and placement purposes.
Test results should not be used to evaluate performance
where science content is more specialized, such as in topically
differentiated high school science courses (e.g., biology,
chemistry, physics).
3 2020 NWEA MAP Growth normative data
Student growth norms
Growth norms developed for the 2020 MAP Growth norms Study reflect the common
observation that the rate of academic growth is related to the student’s starting
achievement status on the measurement scale. In the elementary grades, for example,
students starting out at a lower achievement level tend to demonstrate greater raw growth
compared to students in the upper grades. The growth norm tables below show mean
growth when the mean grade level achievement status score (i.e., 50th percentile score)
is used as the starting score. In each case, the starting score is treated as a factor when
predicting growth. If a particular student’s starting score was below the grade level mean,
the growth mean is generally higher. Similarly, students with starting scores above the
grade level mean would generally show less raw growth on average. These adjustments
for starting achievement, coupled with the inclusion of instructional days in computing the
norms, results in a highly flexible and clearly contextualized reference for understanding
changes in RIT scores between test events.
2020 Reading Student Growth Norms 2020 Mathematics Student Growth Norms
Fall-to-Winter Winter-to-Spring Fall-to-Spring Fall-to-Winter Winter-to-Spring Fall-to-Spring
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD
K 9.63 5.75 6.81 5.30 16.45 7.50 K 10.57 5.15 6.97 4.77 17.54 6.63
1 9.92 5.85 5.55 5.37 15.47 7.74 1 10.13 5.22 6.22 4.82 16.35 6.81
2 8.85 5.86 4.37 5.37 13.22 7.77 2 9.03 5.11 5.35 4.75 14.38 6.54
3 7.28 5.86 3.22 5.37 10.50 7.77 3 7.75 4.99 4.85 4.68 12.60 6.26
4 5.82 5.76 2.33 5.31 8.16 7.53 4 6.50 4.98 4.46 4.67 10.96 6.24
5 4.64 5.75 1.86 5.30 6.50 7.49 5 5.56 5.10 4.05 4.75 9.61 6.53
6 3.64 5.65 1.55 5.24 5.19 7.26 6 4.81 5.04 3.32 4.71 8.13 6.38
7 2.89 5.60 1.27 5.21 4.16 7.15 7 3.83 4.96 2.69 4.66 6.52 6.18
8 2.51 5.73 1.14 5.29 3.65 7.46 8 3.20 5.27 2.18 4.85 5.38 6.93
9 1.62 6.06 0.88 5.50 2.51 8.22 9 2.24 5.48 1.36 4.98 3.60 7.41
10 1.43 5.88 0.60 5.38 2.04 7.80 10 2.14 5.46 1.21 4.97 3.35 7.37
11 1.11 6.27 0.08 5.62 1.18 8.68 11 1.77 5.92 0.76 5.25 2.52 8.37
12 0.05 6.38 0.47 5.70 0.52 8.92 12 0.30 6.09 0.88 5.36 1.18 8.75
2020 Language Usage Student Growth Norms 2020 General Science Student Growth Norms
Fall-to-Winter Winter-to-Spring Fall-to-Spring Fall-to-Winter Winter-to-Spring Fall-to-Spring
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD
2 9.85 6.43 4.57 5.58 14.41 9.46 2 6.88 6.74 3.29 6.13 10.17 9.09
3 7.43 5.48 3.18 4.98 10.61 7.41 3 5.45 6.17 2.59 5.78 8.04 7.75
4 5.54 5.17 2.13 4.79 7.67 6.69 4 4.50 5.84 2.07 5.58 6.57 6.93
5 4.27 5.07 1.74 4.72 6.02 6.44 5 4.08 5.95 1.87 5.65 5.95 7.21
6 3.37 5.04 1.38 4.71 4.75 6.37 6 3.40 5.91 1.21 5.62 4.61 7.10
7 2.63 4.89 1.19 4.62 3.82 6.00 7 2.94 5.93 1.11 5.63 4.05 7.15
8 2.19 5.05 1.01 4.71 3.21 6.39 8 2.77 6.19 1.03 5.79 3.79 7.80
9 1.50 5.17 0.82 4.79 2.33 6.69 9 2.02 6.19 0.57 5.79 2.59 7.80
10 1.37 5.08 0.67 4.73 2.04 6.46 10 1.72 6.27 0.34 5.84 2.05 7.99
11 1.20 5.48 0.47 4.98 1.67 7.41
4 2020 NWEA MAP Growth normative data
School norms School norms provide references for comparing how
Just as references to performance at the student level grade levels of students within a school compare, as a
are important, school references can also provide group, to:
important insights. Because research shows that
the variation of groups of students tend to be much + the same grade level of students in another
specific school
smaller than that of the students themselves, student-
level norms are inappropriate for understanding the + the same grade level of students in public
performance and progress of groups of students. If schools across the U.S.
groups of students in a school are evaluated against
the student norms, strongly performing schools will This allows school and district administrators to use
tend to have their outcome understated while poorly school norms to monitor school performance over time,
performing schools will tend to have their performance and to compare schools’ performance within the district.
overstated. The 2020 MAP Growth norms Study The tables below contain school growth norms. The
includes achievement and growth norms for grade- important difference between student and school growth
levels within schools in addition to student achievement is in the SD columns. As the tables show, the growth of
status and growth norms. groups of students at any grade level is understandably
less variable than the growth of individual students.
2020 Reading School Growth Norms 2020 Mathematics School Growth Norms
Fall-to-Winter Winter-to-Spring Fall-to-Spring Fall-to-Winter Winter-to-Spring Fall-to-Spring
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD
K 9.63 1.43 6.81 1.07 16.45 2.49 K 10.57 1.36 6.97 1.02 17.54 2.38
1 9.92 1.47 5.55 1.10 15.47 2.57 1 10.13 1.44 6.22 1.08 16.35 2.52
2 8.85 1.44 4.37 1.08 13.22 2.52 2 9.03 1.30 5.35 0.97 14.38 2.27
3 7.28 1.23 3.22 0.92 10.50 2.14 3 7.75 1.21 4.85 0.91 12.60 2.12
4 5.82 1.21 2.33 0.91 8.16 2.11 4 6.50 1.16 4.46 0.87 10.96 2.02
5 4.64 1.15 1.86 0.86 6.50 2.01 5 5.56 1.39 4.05 1.04 9.61 2.42
6 3.64 1.02 1.55 0.77 5.19 1.79
6 4.81 1.28 3.32 0.96 8.13 2.24
7 2.89 1.02 1.27 0.76 4.16 1.78
7 3.83 1.19 2.69 0.89 6.52 2.08
8 2.51 1.18 1.14 0.88 3.65 2.06
8 3.20 1.38 2.18 1.04 5.38 2.42
9 1.62 1.16 0.88 0.87 2.51 2.03
9 2.24 1.10 1.36 0.83 3.60 1.93
10 1.43 0.96 0.60 0.72 2.04 1.68
10 2.14 1.16 1.21 0.87 3.35 2.02
11 1.11 1.25 0.08 0.94 1.18 2.19
11 1.77 1.15 0.76 0.86 2.52 2.01
12 0.05 1.31 0.47 1.01 0.52 2.30
12 0.30 1.23 0.88 0.93 1.18 2.15
2020 Language Usage School Growth Norms 2020 General Science School Growth Norms
Fall-to-Winter Winter-to-Spring Fall-to-Spring Fall-to-Winter Winter-to-Spring Fall-to-Spring
Grade Mean SD Mean SD Mean SD Grade Mean SD Mean SD Mean SD
2 9.85 1.65 4.57 1.24 14.41 2.88 2 6.88 1.21 3.29 0.91 10.17 2.12
3 7.43 1.13 3.18 0.84 10.61 1.97 3 5.45 1.42 2.59 1.07 8.04 2.49
4 5.54 1.01 2.13 0.76 7.67 1.76 4 4.50 1.17 2.07 0.88 6.57 2.05
5 4.27 0.92 1.74 0.69 6.02 1.61 5 4.08 1.22 1.87 0.91 5.95 2.13
6 3.37 0.80 1.38 0.60 4.75 1.40 6 3.40 1.22 1.21 0.91 4.61 2.13
7 2.63 0.78 1.19 0.59 3.82 1.37 7 2.94 1.22 1.11 0.92 4.05 2.14
8 2.19 0.86 1.01 0.64 3.21 1.50 8 2.77 1.23 1.03 0.92 3.79 2.15
9 1.50 0.82 0.82 0.61 2.33 1.43 9 2.02 1.33 0.57 1.00 2.59 2.31
10 1.37 0.81 0.67 0.60 2.04 1.41 10 1.72 1.13 0.34 0.85 2.05 1.97
11 1.20 0.97 0.47 0.73 1.67 1.70
Separate tables for the school achievement norms are not shown in this document because the means (i.e., average values) for school
and student achievement are equivalent. The standard deviations for the school norms are much smaller than for students, however,
meaning that the range between high and low values seen at the school level are far smaller than the variability commonly seen for
individual students. Additional information on the school achievement norms can be found in the 2020 MAP Growth norms Study.
5 2020 NWEA MAP Growth normative data
MAP Growth Norms Study:
Comparing 2020 to 2015
National norms overview: 2020 vs. 2015
Design/Method 2020 2015 Change Benefits
Growth model Multilevel Multilevel No significant Consistency and reliability
(methodology) Growth Model Growth Model changes to By maintaining consistency in a proven
norming methodology, we can better understand changes
methodology in student achievement and growth trends
# of terms 9 Testing Terms 9 Testing Terms Same number Maximal information from available student
of testing terms test score histories
(9), but more Using nine testing terms provides the optimal
recent data amount of data points to support norms for both
achievement and growth
Time period Fall 2015→ Fall 2011→ 2020 norms Recent data = more relevant norms
Spring 2018 Spring 2014 use much more Using more recent data ensures that we are
(Fall, Winter, Spring (Fall, Winter, Spring recent data providing updated estimates of achievement
across 3 years) across 3 years) and growth norms
Testing Higher % of norm Lower % of norm 2020 norms use Improved measurement of growth
calendars data linked to actual data linked to 2.5x more data Incorporating more data that is tied to actual
district testing actual district points that are district testing calendars improves our
calendars testing calendars tied to actual ability to develop a more accurate measure
district testing of instructional exposure, resulting in more
calendars accurate norms
Growth terms Winter–Winter Winter–Winter 2020 norms Understanding of full-year learning
Fall–Fall Fall–Fall have added Adding the Spring-Fall term pair lets us better
Spring–Spring Spring–Spring the Spring–Fall understand the phenomenon of “summer
Fall–Winter Fall–Winter comparison term loss,” which provides a better description of a
Fall–Spring Fall–Spring student’s performance over a full year
Winter–Spring Winter–Spring
(NEW!) Spring–Fall*
Additional filter Uses effortful scores Uses effortful and New feature of Better data = better norms
for student test- only (i.e. 10% or non-effortful scores norms Using more clearly defined target populations
taking effort fewer rapid guesses) for achievement and growth norms, plus
removing construct irrelevant variance due to
student test-taking effort, allows for better data
and norms
Grade coverage: National norms 2020 vs. 2015
Subject 2020 2015 Change Benefit
Math K–12 Achievement: K–12 Achievement: K–11 Achievement: 12th grade
Growth: K–12 Growth: K–10 Growth: 11 & 12th grade More coverage = better tracking
Reading Achievement: K–12 Achievement: K–11 Achievement: 12th grade Adding more grade level
Growth: K–12 Growth: K–10 Growth: 11 & 12th grade coverage increases the
opportunity to help better
Language Usage Achievement: 2–11 Achievement: 2–11 Achievement: No change contextualize the achievement
Growth: 2–11 Growth: 2–10 Growth: 11th grade and growth of all students
Science (General) Achievement: 2–10 Achievement: 3–10 Achievement: 2nd grade
Growth: 2–10 Growth: 3–8 Growth: 2nd, 9th, 10th grade
* Note: Spring-to-Fall term pair will not be available in MAP Growth reporting in July 2020.
NWEA is a not-for-profit organization that supports students and educators worldwide by providing assessment solutions, insightful reports,
professional learning offerings, and research services. Visit NWEA.org to find out how NWEA can partner with you to help all kids learn.
© 2020 NWEA. NWEA and MAP are registered trademarks, and MAP Growth is a trademark, of NWEA in the US and in other countries. The names of
other companies and their products mentioned are the trademarks of their respective owners.
MAR20 | KAP4950
6 2020 NWEA MAP Growth normative data