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NWEA  Northwest Evaluation Association level tests (NWEA) For 2006 District NWEA performance, click here. For 2006, school-specific NWEA performance, click here. For 2005 District NWEA performance, click here. For 2004 District NWEA performance, click here. For 2003 District NWEA performance, click here. For 2003 school specific NWEA performance, click here. Since 1997, Mounds View Public Schools has partnered with NWEA to assess student performance on an annual basis for students in grades 2 through 8. During the 2005-2006 academic year, all NWEA assessments in reading and math moved to a computer-delivered system1. Scores obtained from the NWEA assessment provide both national ranking (national percentiles) as well as comparisons to established growth targets. Thus, the scores provide a rich source of information for families, teachers and administrators concerned about the academic progress of individual students. Additionally, the NWEA assessment system provides instruction-relevant results immediately after each assessment. This information serves as the backbone of the school improvement process and District accountability framework. During the 2005-2006 school year Mounds View Public Schools students maintained a high level of performance with nearly 50% of the student body performing above the 75th percentile nationally. In addition, in both subject areas, reading and math, students perform on average one gradelevel above national norms compared to same-grade peers. With the move to computer-delivered exams it is important to note that Reading RIT scores are lower by grade throughout the District with grade 5 & 6 showing the largest decline. These differences are a reflection of the move to the computerdelivered system rather than an overall drop in performance (i.e., re-calibration)2. Math RIT scores are nearly identical for grades 2-7. Grade 8 students show the most change with the general math students performing about 8 RIT points below the previous cohort and their grade 7 average. Algebra scores overall remain high. |
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