Acadience Math Benchmark Goals And Composite Score

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Acadience Math Benchmark Goals and Composite Score Acadience Learning Inc. / May 1, 2020Acadience Math provides two types of scores at each benchmark assessment period: (a) a raw score for each individualmeasure and (b) a composite score (the Math Composite Score). Each of the scores is interpreted relative to benchmarkgoals and cut points for risk to determine if a student’s score is at or above the benchmark, below the benchmark, orbelow the cut point for risk (well below the benchmark).Benchmark Goals and Cut Points for RiskAcadience Math benchmark goals are empirically derived, criterion-referenced target scores that represent adequate mathskills for a particular grade and time of year. Benchmark goals and cut points for risk are provided for the Math CompositeScore as well as for individual Acadience Math measures.A benchmark goal indicates a level of skill at which students are likely to achieve the next Acadience Math benchmarkgoal or math outcome. Thus, for students who achieve a benchmark goal, the odds are in their favor of achieving latermath outcomes if they receive effective core math instruction.Conversely, the cut points for risk indicate a level of skill below which students are unlikely to achieve subsequent mathgoals without receiving additional, targeted instructional support. For students who have scores below the cut point for risk,the probability of achieving later math goals is low unless intensive support is provided.The Acadience Math benchmark goals and cut points for risk provide three primary benchmark status levels that describestudents’ performance: (a) At or Above Benchmark, (b) Below Benchmark, and (c) Well Below Benchmark. These levelsare based on the overall likelihood of achieving specified goals on subsequent Acadience Math assessments or externalmeasures of math achievement.At or Above Benchmark. For students who score at or above the benchmark goal, the overall likelihood of achievingsubsequent math goals is approximately 80% to 90%. These students are likely to need effective core instruction tomeet subsequent math goals. Within this range, the likelihood of achieving subsequent goals is lower for studentswhose scores are right at the benchmark goal and increases as scores increase above the benchmark (see Table 1).To assist in setting ambitious goals for students, the At or Above Benchmark level is subdivided into At Benchmark andAbove Benchmark levels.At Benchmark. In the At Benchmark range, the overall likelihood of achieving subsequent math goals is 70% to85%. Some of these students, especially those with scores near the benchmark, may require monitoring and/orstrategic support on specific component skills.Above Benchmark. In the Above Benchmark range, the overall likelihood of achieving subsequent math goals is90% to 99%. While all students with scores in this range will likely benefit from core support, some students withscores in this range may benefit from instruction on more advanced skills.Below Benchmark. Between the benchmark goal and cut point for risk is a range of scores where students’ futureperformance is more difficult to predict. For students with scores in this range, the overall likelihood of achievingsubsequent math goals is approximately 40% to 60%. These students are likely to need strategic support to ensure theirachievement of future goals. Strategic support generally consists of carefully targeted supplemental support in specific skillareas in which students are having difficulty. To ensure that the greatest number of students achieve later math success, itis best for students with scores in this range to be monitored regularly to ensure that they are making adequate progressand to receive increased or modified support if necessary to achieve subsequent math goals.Well Below Benchmark. For students who score below the cut point for risk, the overall likelihood of achievingsubsequent math goals is low, approximately 10% to 20%. These students are identified as likely to need intensivesupport. Intensive support refers to interventions that incorporate something more or something different from the corecurriculum or supplemental support.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 1

Intensive support might entail: delivering instruction in a smaller group or individually, providing more instructional time or more practice, presenting smaller skill steps in the instructional hierarchy, providing more explicit modeling and instruction, and/or providing greater scaffolding and practice.Because students who need intensive support are likely to have individual needs, we recommend that their progress bemonitored frequently and their intervention modified dynamically to ensure adequate progress.Table 1 summarizes the design specifications for achieving later math outcomes and provides descriptions for the likelyneed for support for each of the benchmark status levels. It is important to note that while there is an overall likelihoodfor each benchmark status level, within each level the likelihood of achieving later math outcomes increases as students’scores increase. This is illustrated in the first column of Table 1.Development of Benchmark GoalsThe benchmark goals and cut points for risk summarized in this document are based on research that examined thepredictive probability of a score on an Acadience Math measure at a particular point in time, compared to later AcadienceMath measures and external measures of math proficiency and achievement. Two outcome criteria were used to developand evaluate the benchmark goals and cut points for risk: (a) the Stanford Achievement Test Series, Tenth Edition–Total Math score (SAT10; Pearson, 2003) and (b) scores from Acadience Math measures administered at subsequentbenchmark assessment time points. The 40th percentile on the SAT10 assessment was used as an indicator that thestudents had adequate math skills for their grade. When the Acadience Math measures were used as a criterion, goalswere based on the prediction of subsequent benchmark status. For instance, the middle-of-year benchmark goals werebased on the prediction of end-of-year benchmark status.Benchmark goals and cut points for risk were determined by finding the scores on Acadience Math measures thatcorresponded to the above goals in two data sets. One sample utilized the SAT10 Total Math score as the criterion ofinterest, and the other sample utilized performance on later Acadience Math measures as the criterion. Data in the firstsample were collected in a study conducted during the 2017–2018 school year. Participating students were administeredAcadience Math during all three benchmark periods (fall or beginning of year, winter or middle of year, and spring or endof year) in addition to the SAT10 at the end of the school year. Participants in this study were 537 students across grades2–6 from five schools in four states. The study included both students who were struggling in mathematics and those whowere typically achieving. The data in the second sample were exported from Acadience Data Management and included542,407 students from 2,321 schools, within 49 states, across grades K–6. The sample also included 22 schools outsideof the United States, which accounted for less than 1% of the data. Data were collected and entered into Acadience DataManagement by school personnel at three benchmark assessment time points (i.e., beginning of year, middle of year, andend of year) from the beginning of the 2015–2016 school to the middle of the 2018–2019 school year. Data were exportedfrom Acadience Data Management in March 2019.This research represents a validation of two earlier studies from the 2012–2013 and 2014–2015 school years thatdetermined the preliminary benchmark goals. Two outcome criteria were utilized in these studies: (a) the GroupMathematics Assessment and Diagnostic Evaluation total raw score (GMADE; Williams, 2004) and (b) scores from theAcadience Math measures administered at subsequent benchmark assessment time points.Additional information about the studies will be included in the Acadience Math Technical Manual, which will be available inthe future.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 2

3Well Below Benchmarkoverall likelihood ofachieving subsequentmath goals: 10% to 20%Below Benchmarkoverall likelihood ofachieving subsequentmath goals: 40% to 60%At or AboveBenchmarkoverall likelihood ofachieving subsequentmath goals: 80% to 90%Benchmark Statusoverall likelihood ofachieving subsequentmath goals: 10% to 20%Well Below BenchmarkBelow Benchmarkoverall likelihood ofachieving subsequentmath goals: 40% to 60%At Benchmarkoverall likelihood ofachieving subsequentmath goals: 70% to 85%Above Benchmarkoverall likelihood ofachieving subsequentmath goals: 90% to 99%Benchmark StatusIncluding AboveBenchmarkThese students likely need intensive support in addition to effective coreinstruction. These students may also need support on prerequisite skills (i.e.,below grade level) depending upon the grade level and how far below thebenchmark their skills are.For students with scores in this range, the overall odds of achieving subsequentmath goals are low.These students likely need core instruction coupled with strategic support,targeted to their individual needs, to meet subsequent math goals. For somestudents whose scores are close to the benchmark goal, effective coreinstruction may be sufficient; students whose scores are close to the cut pointmay require more intensive support.For students with scores in this range, the overall odds of achieving subsequentmath goals are approximately even, and hard to predict. Within this range, thecloser students’ scores are to the benchmark goal, the better the odds; thecloser students’ scores are to the cut point, the lower the odds.These students likely need effective core instruction to meet subsequent mathgoals. Some students may require monitoring and strategic support on specificcomponent skills as needed.For students with scores in this range, the odds are in favor of achievingsubsequent math goals. The higher above the benchmark goal, the better theodds.These students likely need effective core instruction to meet subsequent mathgoals. Some students may benefit from instruction on more advanced skills.For students with scores in this range, the odds of achieving subsequent mathgoals are very good.What It Means Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.orgThe addition of the Above Benchmark status level has not changed the benchmark goals. A benchmark goal is still the point at which the odds are in the student’s favor of meeting later math goals (approximately 60% likelihoodor higher). The higher above the benchmark goal the student scores, the better the odds. For students who are already at benchmark, the Above Benchmark status level also provides a higher goal to aim for.“Overall likelihood” refers to the approximate percentage of students within the category who achieve later goals, although the exact percentage varies by grade, year, and measure.Instructional decisions should be made based on students’ patterns of performance across all measures, in addition to other available information on student skills, such as diagnostic assessment or in-class work. 5%10%20%30%40%45%50%55%60%70%80%90%95% 99%Likelihood ofMeeting LaterMath GoalsTable 1. Likelihood of Meeting Later Math Goals and Acadience Math Benchmark Status

Math Composite ScoreThe Math Composite Score is a combination of multiple Acadience Math scores and provides the best overall estimateof students’ math skills. Acadience Data Management will calculate the Math Composite Score for you, provided that allrequired measures necessary for calculating it have been administered. To calculate the Math Composite Score yourself,see the Math Composite Score Worksheets at the end of this document.Benchmark goals and cut points for risk for the Math Composite Score are based on the same logic and procedures asthe benchmark goals for the individual Acadience Math measures. However, because the Math Composite Score providesthe best overall estimate of a student’s skills, it should generally be interpreted first. If a student earns a Math CompositeScore that is at or above the benchmark goal, the odds are in the student’s favor of reaching later important math outcomes.Some students who score At or Above Benchmark on the Math Composite Score may still need additional support in amath skill, as indicated by a Below Benchmark score on an individual Acadience Math measure (i.e., Beginning QuantityDiscrimination, Number Identification Fluency, Next Number Fluency, Advanced Quantity Discrimination, Missing NumberFluency, Computation, or Concepts and Applications). This potential need for additional support is especially true for astudent whose Math Composite Score is close to the benchmark goal.The Acadience Math measures that are used to calculate the Math Composite Score vary by grade and time of year. Assuch, the Math Composite Score is not comparable across different grades and does not provide a direct measure ofgrowth across grades. The Math Composite Score is also not comparable across different times of year and should not beused as an indicator of growth within a grade. However, because the logic and procedures used to establish benchmarkgoals are consistent across grades and times of year, the percent of students at different benchmark status levels can becompared, even though the mean scores are not comparable.ReferencesPearson. (2003). Stanford Achievement Test Series, Tenth Edition (SAT10). San Antonio, TX.Williams, K. T. (2004). Group Math Assessment and Diagnostic Evaluation (GMADE). New York: Pearson.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 4

Kindergarten Benchmark Goals and Cut Points for kStatusLikely Need for SupportBeginningof YearMiddleof YearEndof YearAbove BenchmarkLikely to Need Core Support a33 89 110 At BenchmarkLikely to Need Core Support b24 – 3272 – 8892 – 109Below BenchmarkLikely to Need Strategic Support13 – 2349 – 7167 – 91Well Below BenchmarkLikely to Need Intensive Support0 – 120 – 480 – 666 10 16 57–913 – 15Likely to Need Strategic Support2–44–69 – 12Well Below BenchmarkLikely to Need Intensive Support0–10–30–8Above BenchmarkLikely to Need Core Support a9 21 34 6–814 – 2025 – 33BeginningAbove BenchmarkQuantityDiscrimination At Benchmark(BQD)Below BenchmarkNumberIdentificationFluency(NIF)Next NumberFluency(NNF)Likely to Need Core Support aLikely to Need Core SupportbbAt BenchmarkLikely to Need Core SupportBelow BenchmarkLikely to Need Strategic Support4–58 – 1314 – 24Well Below BenchmarkLikely to Need Intensive Support0–30–70 – 13Above BenchmarkLikely to Need Core Support a7 13 16 At BenchmarkLikely to Need Core Support b5–611 – 1214 – 15Below BenchmarkLikely to Need Strategic Support2–47 – 1010 – 13Well Below BenchmarkLikely to Need Intensive Support0–10–60–9The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 5

First Grade Benchmark Goals and Cut Points for kStatusLikely Need for SupportEndof Year148 53 68 Likely to Need Core Support aAt BenchmarkLikely to Need Core Support b124 – 14746 – 5259 – 67Below BenchmarkLikely to Need Strategic Support81 – 12333 – 4544 – 580 – 800 – 320 – 4333 ––27 – 32––Likely to Need Strategic Support16 – 26––Well Below Benchmark Likely to Need Intensive Support0 – 15––14 ––12 – 13––9 – 11––0–8––13 22 25 Likely to Need Core Support b10 – 1219 – 2122 – 24Likely to Need Strategic Support6–914 – 1817 – 21Well Below Benchmark Likely to Need Intensive Support0–50 – 130 – 166 9 12 NumberAbove BenchmarkIdentificationAt BenchmarkFluency(NIF)Below BenchmarkAbove BenchmarkLikely to Need Core Support aLikely to Need Core SupportbLikely to Need Core Support abAt BenchmarkLikely to Need Core SupportBelow BenchmarkLikely to Need Strategic SupportWell Below Benchmark Likely to Need Intensive SupportAdvanced Above BenchmarkQuantityDiscrimination At Benchmark(AQD)Below BenchmarkMissingNumberFluency(MNF)Middleof YearAbove BenchmarkWell Below Benchmark Likely to Need Intensive SupportNextNumberFluency(NNF)Beginningof YearLikely to Need Core Support aAbove BenchmarkLikely to Need Core Support aAt BenchmarkLikely to Need Core Support b4–5810 – 11Below BenchmarkLikely to Need Strategic Support2–36–78–9Well Below Benchmark Likely to Need Intensive Support0–10–50–76 14 20 511 – 1317 – 19Likely to Need Strategic Support3–47 – 1011 – 16Well Below Benchmark Likely to Need Intensive Support0–20–60 – 10Computation Above Benchmark(Comp)At BenchmarkBelow BenchmarkLikely to Need Core Support aLikely to Need Core SupportbThe benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 6

Second Grade Benchmark Goals and Cut Points for kStatusLikely Need for SupportBeginningof YearMiddleof YearEndof YearAbove BenchmarkLikely to Need Core Support a32 57 86 At BenchmarkLikely to Need Core Support b24 – 3146 – 5666 – 85Below BenchmarkLikely to Need Strategic Support16 – 2330 – 4548 – 65Well Below Benchmark Likely to Need Intensive Support0 – 150 – 290 – 478 14 19 6–711 – 1315 – 18Likely to Need Strategic Support3–58 – 1010 – 14Well Below Benchmark Likely to Need Intensive Support0–20–70–918 31 47 14 – 1724 – 3035 – 468 – 1315 – 2323 – 340–70 – 140 – 22Computation Above Benchmark(Comp)At BenchmarkBelow BenchmarkConcepts Above BenchmarkandApplications At Benchmark(C&A)Below BenchmarkLikely to Need Core Support aLikely to Need Core SupportbLikely to Need Core Support aLikely to Need Core SupportbLikely to Need Strategic SupportWell Below Benchmark Likely to Need Intensive SupportThe benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 7

Third Grade Benchmark Goals and Cut Points for kStatusLikely Need for SupportBeginningof YearMiddleof YearEndof YearAbove BenchmarkLikely to Need Core Support a56 99 126 At BenchmarkLikely to Need Core Support b49 – 5583 – 98101 – 125Below BenchmarkLikely to Need Strategic Support33 – 4857 – 8274 – 100Well Below BenchmarkLikely to Need Intensive Support0 – 320 – 560 – 73Likely to Need Core Support a15 25 35 13 – 1422 – 2429 – 34Computation Above Benchmark(Comp)At BenchmarkLikely to Need Core SupportbBelow BenchmarkLikely to Need Strategic Support9 – 1216 – 2121 – 28Well Below BenchmarkLikely to Need Intensive Support0–80 – 150 – 20Likely to Need Core Support a28 50 59 23 – 2740 – 4947 – 58Likely to Need Strategic Support13 – 2224 – 3932 – 46Likely to Need Intensive Support0 – 120 – 230 – 31Concepts Above BenchmarkandApplications At Benchmark(C&A)Below BenchmarkWell Below BenchmarkLikely to Need Core SupportbThe benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 8

Fourth Grade Benchmark Goals and Cut Points for kStatusLikely Need for SupportBeginningof YearMiddleof YearEndof YearAbove BenchmarkLikely to Need Core Support a84 101 150 At BenchmarkLikely to Need Core Support b70 – 8383 – 100117 – 149Below BenchmarkLikely to Need Strategic Support47 – 6955 – 8281 – 116Well Below BenchmarkLikely to Need Intensive Support0 – 460 – 540 – 80Likely to Need Core Support a21 39 58 17 – 2031 – 3846 – 57Computation Above Benchmark(Comp)At BenchmarkLikely to Need Core SupportbBelow BenchmarkLikely to Need Strategic Support12 – 1621 – 3033 – 45Well Below BenchmarkLikely to Need Intensive Support0 – 110 – 200 – 32Likely to Need Core Support a44 63 93 34 – 4349 – 6271 – 92Likely to Need Strategic Support21 – 3330 – 4846 – 70Likely to Need Intensive Support0 – 200 – 290 – 45Concepts Above BenchmarkandApplications At Benchmark(C&A)Below BenchmarkWell Below BenchmarkLikely to Need Core SupportbThe benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 9

Fifth Grade Benchmark Goals and Cut Points for kStatusLikely Need for SupportBeginningof YearMiddleof YearEndof YearAbove BenchmarkLikely to Need Core Support a65 118 149 At BenchmarkLikely to Need Core Support b53 – 6493 – 117116 – 148Below BenchmarkLikely to Need Strategic Support35 – 5263 – 9279 – 115Well Below Benchmark Likely to Need Intensive Support0 – 340 – 620 – 7832 66 70 27 – 3152 – 6556 – 69Likely to Need Strategic Support18 – 2631 – 5138 – 55Well Below Benchmark Likely to Need Intensive Support0 – 170 – 300 – 3733 53 81 25 – 3242 – 5262 – 80Likely to Need Strategic Support15 – 2426 – 4140 – 61Well Below Benchmark Likely to Need Intensive Support0 – 140 – 250 – 39Computation Above Benchmark(Comp)At BenchmarkBelow BenchmarkConcepts Above BenchmarkandApplications At Benchmark(C&A)Below BenchmarkLikely to Need Core Support aLikely to Need Core SupportbLikely to Need Core Support aLikely to Need Core SupportbThe benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 10

Sixth Grade Benchmark Goals and Cut Points for kStatusLikely Need for SupportBeginningof YearMiddleof YearEndof YearAbove BenchmarkLikely to Need Core Support a85 125 159 At BenchmarkLikely to Need Core Support b73 – 84104 – 124132 – 158Below BenchmarkLikely to Need Strategic Support46 – 7272 – 10394 – 131Well Below Benchmark Likely to Need Intensive Support0 – 450 – 710 – 9346 66 77 39 – 4554 – 6566 – 76Likely to Need Strategic Support28 – 3837 – 5347 – 65Well Below Benchmark Likely to Need Intensive Support0 – 270 – 360 – 4638 60 82 30 – 3746 – 5967 – 81Likely to Need Strategic Support18 – 2930 – 4549 – 66Well Below Benchmark Likely to Need Intensive Support0 – 170 – 290 – 48Computation Above Benchmark(Comp)At BenchmarkBelow BenchmarkConcepts Above BenchmarkandApplications At Benchmark(C&A)Below BenchmarkLikely to Need Core Support aLikely to Need Core SupportbLikely to Need Core Support aLikely to Need Core SupportbThe benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.abSome students may benefit from instruction on more advanced skills.Some students may require monitoring and strategic support on component skills.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 11

Kindergarten Percentage of Students Who Meet Later Outcomes on the Math Composite ScoreBased on Benchmark Status on Individual Acadience Math MeasuresPercent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onmiddle-of-yearmiddle-of-yearMath CompositeMath CompositeScore based onScore based rcent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onend-of-yearend-of-yearMath CompositeMath CompositeScore based onScore based e MathMeasureBenchmarkStatusMathCompositeScoreAt or Above Benchmark83%65%85%66%Above Benchmark91%76%94%79%At Benchmark63%36%64%32%Below Benchmark41%20%35%14%Well Below Benchmark17%8%10%3%At or Above Benchmark79%62%75%56%Above Benchmark91%70%85%67%At Benchmark59%39%54%31%Below Benchmark48%29%35%18%Well Below Benchmark26%14%17%7%At or Above Benchmark80%63%83%64%Above Benchmark91%77%90%79%At Benchmark58%39%62%34%Below Benchmark46%24%38%18%Well Below Benchmark19%8%15%6%At or Above Benchmark83%66%81%63%Above Benchmark86%72%89%67%At Benchmark68%44%65%39%Below Benchmark47%27%43%22%Well Below n(BQD)NumberIdentificationFluency(NIF)Next NumberFluency(NNF)Note. This table shows the percent of students that are on track on the Math Composite Score at the middle and end of the year based on the student’sAcadience Math measure score at the beginning and middle of the year. N 81,484 students who had Acadience Math data for the 2015–2016,2016–2017, 2017–2018, and/or 2018–2019 school years. Data exported from Acadience Data Management.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 12

First Grade Percentage of Students Who Meet Later Outcomes on the Math Composite ScoreBased on Benchmark Status on Individual Acadience Math MeasuresPercent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onmiddle-of-yearmiddle-of-yearMath CompositeMath CompositeScore based onScore based rcent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onend-of-yearend-of-yearMath CompositeMath CompositeScore based onScore based e MathMeasureBenchmarkStatusMathCompositeScoreAt or Above Benchmark85%69%86%69%Above Benchmark94%79%93%81%At Benchmark63%39%65%35%Below Benchmark35%18%33%14%Well Below Benchmark9%4%6%2%At or Above Benchmark82%67%––Above Benchmark88%76%––At Benchmark63%41%––Below Benchmark38%21%––Well Below Benchmark12%5%––At or Above Benchmark76%61%––Above Benchmark81%68%––At Benchmark58%39%––Below Benchmark41%25%––Well Below Benchmark19%10%––At or Above Benchmark81%66%82%66%Above Benchmark91%77%92%79%At Benchmark59%37%61%36%Below Benchmark35%18%36%16%Well Below 9%36%Below Benchmark33%18%43%23%Well Below Benchmark12%6%16%7%At or Above Benchmark77%63%80%64%Above Benchmark81%66%85%73%At Benchmark59%40%61%39%Below Benchmark43%27%40%21%Well Below F)Next QD)Missing Number At or Above BenchmarkFluencyAbove Benchmark(MNF)At BenchmarkComputation(Comp)Note. This table shows the percent of students that are on track on the Math Composite Score at the middle and end of the year based on the student’sAcadience Math measure score at the beginning and middle of the year. N 79,450 students who had Acadience Math data for the 2015–2016,2016–2017, 2017–2018, and/or 2018–2019 school years. Data exported from Acadience Data Management.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 13

Second Grade Percentage of Students Who Meet Later Outcomes on the Math CompositeScore Based on Benchmark Status on Individual Acadience Math MeasuresPercent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onmiddle-of-yearmiddle-of-yearMath CompositeMath CompositeScore based onScore based rcent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onend-of-yearend-of-yearMath CompositeMath CompositeScore based onScore based e MathMeasureBenchmarkStatusMathCompositeScoreAt or Above Benchmark80%63%87%64%Above Benchmark88%75%94%76%At Benchmark61%41%69%33%Below Benchmark39%20%41%14%Well Below Benchmark16%7%10%2%At or Above Benchmark77%61%84%62%Above Benchmark85%68%92%77%At Benchmark62%42%69%37%Below Benchmark37%20%47%20%Well Below Benchmark12%5%20%6%At or Above Benchmark80%64%85%63%Above Benchmark85%71%91%73%At Benchmark64%42%67%38%Below Benchmark46%27%46%20%Well Below plications(C&A)Note. This table shows the percent of students that are on track on the Math Composite Score at the middle and end of the year based on the student’sAcadience Math measure score at the beginning and middle of the year. N 77,644 students who had Acadience Math data for the 2015–2016,2016–2017, 2017–2018, and/or 2018–2019 school years. Data exported from Acadience Data Management.Acadience is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org 14

Third Grade Percentage of Students Who Meet Later Outcomes on the Math Composite ScoreBased on Benchmark Status on Individual Acadience Math MeasuresPercent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark onmiddle-of-yearmiddle-of-yearMath CompositeMath CompositeScore based onScore based rcent of students Percent of studentsAt or AboveAboveBenchmark onBenchmark on

students had adequate math skills for their grade. When the Acadience Math measures were used as a criterion, goals . and spring or end of year) in addition to the SAT10 at the end of the school year. Participants in this study were 537 students across grades . see the Math Composite Score

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