{ New Request} | {Download Data}

Missouri Assessment Program (MAP), 2001 - 2005
Communication ArtsADVANCE R-IV Missouri
3rd Grade 2001 2002 2003 2004 2005 2001 2002 2003 2004 2005
Number of Students
Accountable 32 29 27 36 34 71,716 68,918 65,957 65,140 64,985
Reportable 32 29 27 36 34 70,544 68,013 64,899 64,500 64,297
Level Not Determined* 0 % 0 % 0 % 0 % 0 % 1.6 % 1.3 % 1.6 % 1 % 1.1 %
Percent of Students
Step 1 6.3 0 3.7 0 5.9 7.5 6.3 7.1 6.5 5.8
Progressing 12.5 13.8 11.1 16.7 14.7 21.1 20 19.3 19.1 18.6
Nearing Proficient 31.3 24.1 29.6 38.9 52.9 39.8 38.4 39.5 39.8 40.5
Proficient 46.9 51.7 51.9 41.7 26.5 30.6 33.6 32.7 33.3 33.4
Advanced 3.1 10.3 3.7 2.8 0 1 1.8 1.4 1.4 1.7
-- Step1 or Progressing 18.8 13.8 14.8 16.7 20.6 28.6 26.3 26.4 25.6 24.3
-- Proficient or Advanced 50 62.1 55.6 44.4 26.5 31.6 35.4 34.1 34.6 35.1
-- MAP Index* 214.1 229.3 220.4 215.3 200 198.2 202.3 201 201.9 203.4
 
7th Grade 2001 2002 2003 2004 2005 2001 2002 2003 2004 2005
Number of Students
Accountable 45 50 47 38 48 69,721 70,872 72,299 73,297 73,700
Reportable 44 49 46 38 48 67,971 69,552 70,564 72,189 72,349
Level Not Determined* 2.2 % 2 % 2.1 % 0 % 0 % 2.5 % 1.9 % 2.4 % 1.5 % 1.8 %
Percent of Students
Step 1 15.9 16.3 17.4 21.1 18.8 13.7 13.3 14.4 14.6 14.1
Progressing 22.7 26.5 26.1 18.4 20.8 20.8 22.2 21.9 22.5 21.7
Nearing Proficient 36.4 24.5 30.4 34.2 29.2 31.2 32.5 31.3 31.1 31.7
Proficient 22.7 26.5 26.1 26.3 31.3 32.2 30 30.6 29.6 30.6
Advanced 2.3 6.1 0 0 0 2 2 1.9 2.3 2
-- Step1 or Progressing 38.6 42.9 43.5 39.5 39.6 34.5 35.5 36.3 37.1 35.8
-- Proficient or Advanced 25 32.7 26.1 26.3 31.3 34.2 32 32.4 31.9 32.5
-- MAP Index* 186.4 189.8 182.6 182.9 186.5 194 192.6 191.8 191.2 192.3
 
11th Grade 2001 2002 2003 2004 2005 2001 2002 2003 2004 2005
Number of Students
Accountable 30 33 39 36 38 56,916 59,185 59,977 59,978 60,393
Reportable 30 32 39 36 36 54,568 57,009 57,880 58,845 59,096
Level Not Determined* 0 % 3 % 0 % 0 % 5.3 % 4.1 % 3.7 % 3.5 % 1.9 % 2.1 %
Percent of Students
Step 1 0 15.6 15.4 11.1 22.2 15.1 17.1 17.1 17 17
Progressing 10 28.1 20.5 16.7 13.9 18.7 17.5 18.2 18.5 18.4
Nearing Proficient 33.3 18.8 46.2 50 52.8 43.6 41.7 42.8 41.9 41.7
Proficient 53.3 37.5 15.4 22.2 8.3 22.3 23 21.4 21.9 22.2
Advanced 3.3 0 2.6 0 2.8 0.3 0.7 0.4 0.5 0.7
-- Step1 or Progressing 10 43.8 35.9 27.8 36.1 33.8 34.6 35.4 35.6 35.3
-- Proficient or Advanced 56.7 37.5 17.9 22.2 11.1 22.6 23.7 21.8 22.5 22.9
-- MAP Index* 225 189.1 184.6 191.7 177.8 187 186.4 184.8 185.2 185.6
 
Level Not Determined (LND)* = The number of students who were Accountable but did not receive a MAP Score. A student will be considered LND if the student was exempt, caught cheating, or did not have a valid attempt on the test.

This table includes data for ALL students tested. It may not match data used for accreditation (MSIP) purposes in the district Annual Performance Report (APR). For accreditation purposes, some limited-English and other students may be excluded from MAP reporting. See MSIP Total for these MAP results.

MAP Index* = (pct Step 1*1)+(pct Progressing*1.5)+(pct Nearing Proficient*2)+(pct Proficient*2.5)+(pct Advanced*3)

General Descriptions
Step 1: Students are substantially behind in terms of meeting the Show-Me Standards. They demonstrate only a minimal understanding of fundamental concepts and little or no ability to apply that knowledge.

Progressing: Students are beginning to use their knowledge of simple concepts to solve basic problems, but they still make many errors.

Nearing Proficient: Students understand many key concepts, although their application of that knowledge is limited.

Proficient: This is the desired achievement level for all students. Students demonstrate the knowledge and skills called for by the Show-Me Standards.

Advanced: Students demonstrate in-depth understanding of all concepts and apply that knowledge in complex ways.

Source: Missouri Dept. of Elementary and Secondary Education -- Missouri Assessment Program (MAP)

Voluntary Years: Science 2003, 2004 and 2005 -- Social Studies 2003, 2004 and 2005
Table Posted August 19, 2005