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®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
1
Acadience
®
Math Benchmark Goals and Composite Score
© Acadience Learning Inc. / May 1, 2020
Acadience Math provides two types of scores at each benchmark assessment period: (a) a raw score for each individual
measure and (b) a composite score (the Math Composite Score). Each of the scores is interpreted relative to benchmark
goals and cut points for risk to determine if a student’s score is at or above the benchmark, below the benchmark, or
below the cut point for risk (well below the benchmark).
Benchmark Goals and Cut Points for Risk
Acadience Math benchmark goals are empirically derived, criterion-referenced target scores that represent adequate math
skills for a particular grade and time of year. Benchmark goals and cut points for risk are provided for the Math Composite
Score 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 benchmark
goal or math outcome. Thus, for students who achieve a benchmark goal, the odds are in their favor of achieving later
math 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 math
goals 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 describe
students’ performance: (a) At or Above Benchmark, (b) Below Benchmark, and (c) Well Below Benchmark. These levels
are based on the overall likelihood of achieving specied goals on subsequent Acadience Math assessments or external
measures of math achievement.
At or Above Benchmark. For students who score at or above the benchmark goal, the overall likelihood of achieving
subsequent math goals is approximately 80% to 90%. These students are likely to need effective core instruction to
meet subsequent math goals. Within this range, the likelihood of achieving subsequent goals is lower for students
whose 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 and
Above Benchmark levels.
At Benchmark. In the At Benchmark range, the overall likelihood of achieving subsequent math goals is 70% to
85%. Some of these students, especially those with scores near the benchmark, may require monitoring and/or
strategic support on specic component skills.
Above Benchmark. In the Above Benchmark range, the overall likelihood of achieving subsequent math goals is
90% to 99%. While all students with scores in this range will likely benet from core support, some students with
scores in this range may benet from instruction on more advanced skills.
Below Benchmark. Between the benchmark goal and cut point for risk is a range of scores where students’ future
performance is more difficult to predict. For students with scores in this range, the overall likelihood of achieving
subsequent math goals is approximately 40% to 60%. These students are likely to need strategic support to ensure their
achievement of future goals. Strategic support generally consists of carefully targeted supplemental support in specic skill
areas in which students are having difficulty. To ensure that the greatest number of students achieve later math success, it
is best for students with scores in this range to be monitored regularly to ensure that they are making adequate progress
and to receive increased or modied 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 achieving
subsequent math goals is low, approximately 10% to 20%. These students are identied as likely to need intensive
support. Intensive support refers to interventions that incorporate something more or something different from the core
curriculum or supplemental support.
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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 be
monitored frequently and their intervention modied dynamically to ensure adequate progress.
Table 1 summarizes the design specications for achieving later math outcomes and provides descriptions for the likely
need for support for each of the benchmark status levels. It is important to note that while there is an overall likelihood
for each benchmark status level, within each level the likelihood of achieving later math outcomes increases as students’
scores increase. This is illustrated in the rst column of Table 1.
Development of Benchmark Goals
The benchmark goals and cut points for risk summarized in this document are based on research that examined the
predictive probability of a score on an Acadience Math measure at a particular point in time, compared to later Acadience
Math measures and external measures of math prociency and achievement. Two outcome criteria were used to develop
and 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 subsequent
benchmark assessment time points. The 40th percentile on the SAT10 assessment was used as an indicator that the
students had adequate math skills for their grade. When the Acadience Math measures were used as a criterion, goals
were based on the prediction of subsequent benchmark status. For instance, the middle-of-year benchmark goals were
based on the prediction of end-of-year benchmark status.
Benchmark goals and cut points for risk were determined by nding the scores on Acadience Math measures that
corresponded to the above goals in two data sets. One sample utilized the SAT10 Total Math score as the criterion of
interest, and the other sample utilized performance on later Acadience Math measures as the criterion. Data in the rst
sample were collected in a study conducted during the 2017–2018 school year. Participating students were administered
Acadience Math during all three benchmark periods (fall or beginning of year, winter or middle of year, 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
2–6 from ve schools in four states. The study included both students who were struggling in mathematics and those who
were typically achieving. The data in the second sample were exported from Acadience Data Management and included
542,407 students from 2,321 schools, within 49 states, across grades K–6. The sample also included 22 schools outside
of the United States, which accounted for less than 1% of the data. Data were collected and entered into Acadience Data
Management by school personnel at three benchmark assessment time points (i.e., beginning of year, middle of year, and
end of year) from the beginning of the 2015–2016 school to the middle of the 2018–2019 school year. Data were exported
from Acadience Data Management in March 2019.
This research represents a validation of two earlier studies from the 2012–2013 and 2014–2015 school years that
determined the preliminary benchmark goals. Two outcome criteria were utilized in these studies: (a) the Group
Mathematics Assessment and Diagnostic Evaluation total raw score (GMADE; Williams, 2004) and (b) scores from the
Acadience 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 in
the future.
3
Table 1. Likelihood of Meeting Later Math Goals and Acadience
®
Math Benchmark Status
Likelihood of
Meeting Later
Math Goals Benchmark Status
Benchmark Status
Including Above
Benchmark What It Means
>99%
95%
90%
80%
70%
60%
55%
50%
45%
40%
30%
20%
10%
<5%
At or Above
Benchmark
overall likelihood of
achieving subsequent
math goals: 80% to 90%
Above Benchmark
overall likelihood of
achieving subsequent
math goals: 90% to 99%
For students with scores in this range, the odds of achieving subsequent math
goals are very good.
These students likely need effective core instruction to meet subsequent math
goals. Some students may benet from instruction on more advanced skills.
At Benchmark
overall likelihood of
achieving subsequent
math goals: 70% to 85%
For students with scores in this range, the odds are in favor of achieving
subsequent math goals. The higher above the benchmark goal, the better the
odds.
These students likely need effective core instruction to meet subsequent math
goals. Some students may require monitoring and strategic support on specic
component skills as needed.
Below Benchmark
overall likelihood of
achieving subsequent
math goals: 40% to 60%
Below Benchmark
overall likelihood of
achieving subsequent
math goals: 40% to 60%
For students with scores in this range, the overall odds of achieving subsequent
math goals are approximately even, and hard to predict. Within this range, the
closer students’ scores are to the benchmark goal, the better the odds; the
closer students’ scores are to the cut point, the lower the odds.
These students likely need core instruction coupled with strategic support,
targeted to their individual needs, to meet subsequent math goals. For some
students whose scores are close to the benchmark goal, effective core
instruction may be sufficient; students whose scores are close to the cut point
may require more intensive support.
Well Below Benchmark
overall likelihood of
achieving subsequent
math goals: 10% to 20%
Well Below Benchmark
overall likelihood of
achieving subsequent
math goals: 10% to 20%
For students with scores in this range, the overall odds of achieving subsequent
math goals are low.
These students likely need intensive support in addition to effective core
instruction. These students may also need support on prerequisite skills (i.e.,
below grade level) depending upon the grade level and how far below the
benchmark their skills are.
The 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% likelihood
or 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.
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is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
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Math Composite Score
The Math Composite Score is a combination of multiple Acadience Math scores and provides the best overall estimate
of students’ math skills. Acadience Data Management will calculate the Math Composite Score for you, provided that all
required 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 as
the benchmark goals for the individual Acadience Math measures. However, because the Math Composite Score provides
the best overall estimate of a student’s skills, it should generally be interpreted rst. If a student earns a Math Composite
Score 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 a
math skill, as indicated by a Below Benchmark score on an individual Acadience Math measure (i.e., Beginning Quantity
Discrimination, Number Identication Fluency, Next Number Fluency, Advanced Quantity Discrimination, Missing Number
Fluency, Computation, or Concepts and Applications). This potential need for additional support is especially true for a
student 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. As
such, the Math Composite Score is not comparable across different grades and does not provide a direct measure of
growth across grades. The Math Composite Score is also not comparable across different times of year and should not be
used as an indicator of growth within a grade. However, because the logic and procedures used to establish benchmark
goals are consistent across grades and times of year, the percent of students at different benchmark status levels can be
compared, even though the mean scores are not comparable.
References
Pearson. (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
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is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
5
Kindergarten Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
33 + 89 + 110 +
At Benchmark Likely to Need Core Support
b
24 – 32 72 – 88 92 – 109
Below Benchmark Likely to Need Strategic Support
13 – 23 49 – 71 67 – 91
Well Below Benchmark Likely to Need Intensive Support
0 – 12 0 – 48 0 – 66
Beginning
Quantity
Discrimination
(BQD)
Above Benchmark Likely to Need Core Support
a
6 + 10 + 16 +
At Benchmark Likely to Need Core Support
b
5 7 – 9 13 – 15
Below Benchmark Likely to Need Strategic Support
2 – 4 4 – 6 9 – 12
Well Below Benchmark Likely to Need Intensive Support
0 – 1 0 – 3 0 – 8
Number
Identication
Fluency
(NIF)
Above Benchmark Likely to Need Core Support
a
9 + 21 + 34 +
At Benchmark Likely to Need Core Support
b
6 – 8 14 – 20 25 – 33
Below Benchmark Likely to Need Strategic Support
4 – 5 8 – 13 14 – 24
Well Below Benchmark Likely to Need Intensive Support
0 – 3 0 – 7 0 – 13
Next Number
Fluency
(NNF)
Above Benchmark Likely to Need Core Support
a
7 + 13 + 16 +
At Benchmark Likely to Need Core Support
b
5 – 6 11 – 12 14 – 15
Below Benchmark Likely to Need Strategic Support
2 – 4 7 – 10 10 – 13
Well Below Benchmark Likely to Need Intensive Support
0 – 1 0 – 6 0 – 9
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
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First Grade Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
148 + 53 + 68 +
At Benchmark Likely to Need Core Support
b
124 – 147 46 – 52 59 – 67
Below Benchmark Likely to Need Strategic Support
81 – 123 33 – 45 44 – 58
Well Below Benchmark Likely to Need Intensive Support
0 – 80 0 – 32 0 – 43
Number
Identication
Fluency
(NIF)
Above Benchmark Likely to Need Core Support
a
33 + – –
At Benchmark Likely to Need Core Support
b
27 – 32 – –
Below Benchmark Likely to Need Strategic Support
16 – 26 – –
Well Below Benchmark Likely to Need Intensive Support
0 – 15 – –
Next
Number
Fluency
(NNF)
Above Benchmark Likely to Need Core Support
a
14 + – –
At Benchmark Likely to Need Core Support
b
12 – 13 – –
Below Benchmark Likely to Need Strategic Support
9 – 11 – –
Well Below Benchmark Likely to Need Intensive Support
0 – 8 – –
Advanced
Quantity
Discrimination
(AQD)
Above Benchmark Likely to Need Core Support
a
13 + 22 + 25 +
At Benchmark Likely to Need Core Support
b
10 – 12 19 – 21 22 – 24
Below Benchmark Likely to Need Strategic Support
6 – 9 14 – 18 17 – 21
Well Below Benchmark Likely to Need Intensive Support
0 – 5 0 – 13 0 – 16
Missing
Number
Fluency
(MNF)
Above Benchmark Likely to Need Core Support
a
6 + 9 + 12 +
At Benchmark Likely to Need Core Support
b
4 – 5 8 10 – 11
Below Benchmark Likely to Need Strategic Support
2 – 3 6 – 7 8 – 9
Well Below Benchmark Likely to Need Intensive Support
0 – 1 0 – 5 0 – 7
Computation
(Comp)
Above Benchmark Likely to Need Core Support
a
6 + 14 + 20 +
At Benchmark Likely to Need Core Support
b
5 11 – 13 17 – 19
Below Benchmark Likely to Need Strategic Support
3 – 4 7 – 10 11 – 16
Well Below Benchmark Likely to Need Intensive Support
0 – 2 0 – 6 0 – 10
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
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®
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Second Grade Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
32 + 57 + 86 +
At Benchmark Likely to Need Core Support
b
24 – 31 46 – 56 66 – 85
Below Benchmark Likely to Need Strategic Support
16 – 23 30 – 45 48 – 65
Well Below Benchmark Likely to Need Intensive Support
0 – 15 0 – 29 0 – 47
Computation
(Comp)
Above Benchmark Likely to Need Core Support
a
8 + 14 + 19 +
At Benchmark Likely to Need Core Support
b
6 – 7 11 – 13 15 – 18
Below Benchmark Likely to Need Strategic Support
3 – 5 8 – 10 10 – 14
Well Below Benchmark Likely to Need Intensive Support
0 – 2 0 – 7 0 – 9
Concepts
and
Applications
(C&A)
Above Benchmark Likely to Need Core Support
a
18 + 31 + 47 +
At Benchmark Likely to Need Core Support
b
14 – 17 24 – 30 35 – 46
Below Benchmark Likely to Need Strategic Support
8 – 13 15 – 23 23 – 34
Well Below Benchmark Likely to Need Intensive Support
0 – 7 0 – 14 0 – 22
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
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Third Grade Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
56 + 99 + 126 +
At Benchmark Likely to Need Core Support
b
49 – 55 83 – 98 101 – 125
Below Benchmark Likely to Need Strategic Support
33 – 48 57 – 82 74 – 100
Well Below Benchmark Likely to Need Intensive Support
0 – 32 0 – 56 0 – 73
Computation
(Comp)
Above Benchmark Likely to Need Core Support
a
15 + 25 + 35 +
At Benchmark Likely to Need Core Support
b
13 – 14 22 – 24 29 – 34
Below Benchmark Likely to Need Strategic Support
9 – 12 16 – 21 21 – 28
Well Below Benchmark Likely to Need Intensive Support
0 – 8 0 – 15 0 – 20
Concepts
and
Applications
(C&A)
Above Benchmark Likely to Need Core Support
a
28 + 50 + 59 +
At Benchmark Likely to Need Core Support
b
23 – 27 40 – 49 47 – 58
Below Benchmark Likely to Need Strategic Support
13 – 22 24 – 39 32 – 46
Well Below Benchmark Likely to Need Intensive Support
0 – 12 0 – 23 0 – 31
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
9
Fourth Grade Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
84 + 101 + 150 +
At Benchmark Likely to Need Core Support
b
70 – 83 83 – 100 117 – 149
Below Benchmark Likely to Need Strategic Support
47 – 69 55 – 82 81 – 116
Well Below Benchmark Likely to Need Intensive Support
0 – 46 0 – 54 0 – 80
Computation
(Comp)
Above Benchmark Likely to Need Core Support
a
21 + 39 + 58 +
At Benchmark Likely to Need Core Support
b
17 – 20 31 – 38 46 – 57
Below Benchmark Likely to Need Strategic Support
12 – 16 21 – 30 33 – 45
Well Below Benchmark Likely to Need Intensive Support
0 – 11 0 – 20 0 – 32
Concepts
and
Applications
(C&A)
Above Benchmark Likely to Need Core Support
a
44 + 63 + 93 +
At Benchmark Likely to Need Core Support
b
34 – 43 49 – 62 71 – 92
Below Benchmark Likely to Need Strategic Support
21 – 33 30 – 48 46 – 70
Well Below Benchmark Likely to Need Intensive Support
0 – 20 0 – 29 0 – 45
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
10
Fifth Grade Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
65 + 118 + 149 +
At Benchmark Likely to Need Core Support
b
53 – 64 93 – 117 116 – 148
Below Benchmark Likely to Need Strategic Support
35 – 52 63 – 92 79 – 115
Well Below Benchmark Likely to Need Intensive Support
0 – 34 0 – 62 0 – 78
Computation
(Comp)
Above Benchmark Likely to Need Core Support
a
32 + 66 + 70 +
At Benchmark Likely to Need Core Support
b
27 – 31 52 – 65 56 – 69
Below Benchmark Likely to Need Strategic Support
18 – 26 31 – 51 38 – 55
Well Below Benchmark Likely to Need Intensive Support
0 – 17 0 – 30 0 – 37
Concepts
and
Applications
(C&A)
Above Benchmark Likely to Need Core Support
a
33 + 53 + 81 +
At Benchmark Likely to Need Core Support
b
25 – 32 42 – 52 62 – 80
Below Benchmark Likely to Need Strategic Support
15 – 24 26 – 41 40 – 61
Well Below Benchmark Likely to Need Intensive Support
0 – 14 0 – 25 0 – 39
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
11
Sixth Grade Benchmark Goals and Cut Points for Risk
Acadience
Math
Measure
Benchmark
Status Likely Need for Support
Beginning
of Year
Middle
of Year
End
of Year
Math
Composite
Score
Above Benchmark Likely to Need Core Support
a
85 + 125 + 159 +
At Benchmark Likely to Need Core Support
b
73 – 84 104 – 124 132 – 158
Below Benchmark Likely to Need Strategic Support
46 – 72 72 – 103 94 – 131
Well Below Benchmark Likely to Need Intensive Support
0 – 45 0 – 71 0 – 93
Computation
(Comp)
Above Benchmark Likely to Need Core Support
a
46 + 66 + 77 +
At Benchmark Likely to Need Core Support
b
39 – 45 54 – 65 66 – 76
Below Benchmark Likely to Need Strategic Support
28 – 38 37 – 53 47 – 65
Well Below Benchmark Likely to Need Intensive Support
0 – 27 0 – 36 0 – 46
Concepts
and
Applications
(C&A)
Above Benchmark Likely to Need Core Support
a
38 + 60 + 82 +
At Benchmark Likely to Need Core Support
b
30 – 37 46 – 59 67 – 81
Below Benchmark Likely to Need Strategic Support
18 – 29 30 – 45 49 – 66
Well Below Benchmark Likely to Need Intensive Support
0 – 17 0 – 29 0 – 48
The benchmark goal is the number that is bold. The cut point for risk is the number that is italicized.
a
Some students may benet from instruction on more advanced skills.
b
Some students may require monitoring and strategic support on component skills.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
12
Kindergarten Percentage of Students Who Meet Later Outcomes on the Math Composite Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 83% 65% 85% 66%
Above Benchmark 91% 76% 94% 79%
At Benchmark 63% 36% 64% 32%
Below Benchmark 41% 20% 35% 14%
Well Below Benchmark 17% 8% 10% 3%
Beginning
Quantity
Discrimination
(BQD)
At or Above Benchmark 79% 62% 75% 56%
Above Benchmark 91% 70% 85% 67%
At Benchmark 59% 39% 54% 31%
Below Benchmark 48% 29% 35% 18%
Well Below Benchmark 26% 14% 17% 7%
Number
Identication
Fluency
(NIF)
At or Above Benchmark 80% 63% 83% 64%
Above Benchmark 91% 77% 90% 79%
At Benchmark 58% 39% 62% 34%
Below Benchmark 46% 24% 38% 18%
Well Below Benchmark 19% 8% 15% 6%
Next Number
Fluency
(NNF)
At or Above Benchmark 83% 66% 81% 63%
Above Benchmark 86% 72% 89% 67%
At Benchmark 68% 44% 65% 39%
Below Benchmark 47% 27% 43% 22%
Well Below Benchmark 22% 11% 15% 6%
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’s
Acadience 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.
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First Grade Percentage of Students Who Meet Later Outcomes on the Math Composite Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 85% 69% 86% 69%
Above Benchmark 94% 79% 93% 81%
At Benchmark 63% 39% 65% 35%
Below Benchmark 35% 18% 33% 14%
Well Below Benchmark 9% 4% 6% 2%
Number
Identication
Fluency
(NIF)
At or Above Benchmark 82% 67% – –
Above Benchmark 88% 76% – –
At Benchmark 63% 41% – –
Below Benchmark 38% 21% – –
Well Below Benchmark 12% 5% – –
Next Number
Fluency
(NNF)
At or Above Benchmark 76% 61% – –
Above Benchmark 81% 68% – –
At Benchmark 58% 39% – –
Below Benchmark 41% 25% – –
Well Below Benchmark 19% 10% – –
Advanced
Quantity
Discrimination
(AQD)
At or Above Benchmark 81% 66% 82% 66%
Above Benchmark 91% 77% 92% 79%
At Benchmark 59% 37% 61% 36%
Below Benchmark 35% 18% 36% 16%
Well Below Benchmark 11% 5% 10% 4%
Missing Number
Fluency
(MNF)
At or Above Benchmark 76% 61% 81% 65%
Above Benchmark 86% 78% 88% 74%
At Benchmark 60% 40% 59% 36%
Below Benchmark 33% 18% 43% 23%
Well Below Benchmark 12% 6% 16% 7%
Computation
(Comp)
At or Above Benchmark 77% 63% 80% 64%
Above Benchmark 81% 66% 85% 73%
At Benchmark 59% 40% 61% 39%
Below Benchmark 43% 27% 40% 21%
Well Below Benchmark 23% 13% 15% 7%
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’s
Acadience 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
14
Second Grade Percentage of Students Who Meet Later Outcomes on the Math Composite
Score Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 80% 63% 87% 64%
Above Benchmark 88% 75% 94% 76%
At Benchmark 61% 41% 69% 33%
Below Benchmark 39% 20% 41% 14%
Well Below Benchmark 16% 7% 10% 2%
Computation
(Comp)
At or Above Benchmark 77% 61% 84% 62%
Above Benchmark 85% 68% 92% 77%
At Benchmark 62% 42% 69% 37%
Below Benchmark 37% 20% 47% 20%
Well Below Benchmark 12% 5% 20% 6%
Concepts
and
Applications
(C&A)
At or Above Benchmark 80% 64% 85% 63%
Above Benchmark 85% 71% 91% 73%
At Benchmark 64% 42% 67% 38%
Below Benchmark 46% 27% 46% 20%
Well Below Benchmark 25% 12% 18% 6%
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’s
Acadience 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
15
Third Grade Percentage of Students Who Meet Later Outcomes on the Math Composite Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 84% 70% 89% 70%
Above Benchmark 89% 77% 95% 81%
At Benchmark 62% 41% 70% 34%
Below Benchmark 42% 24% 39% 13%
Well Below Benchmark 15% 7% 9% 2%
Computation
(Comp)
At or Above Benchmark 79% 65% 87% 68%
Above Benchmark 84% 71% 91% 76%
At Benchmark 59% 43% 67% 36%
Below Benchmark 46% 29% 45% 19%
Well Below Benchmark 25% 14% 14% 4%
Concepts
and
Applications
(C&A)
At or Above Benchmark 82% 69% 87% 68%
Above Benchmark 87% 75% 92% 76%
At Benchmark 62% 38% 69% 39%
Below Benchmark 44% 26% 44% 19%
Well Below Benchmark 19% 9% 14% 4%
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’s
Acadience Math measure score at the beginning and middle of the year. N = 59,615 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
16
Fourth Grade Percentage of Students Who Meet Later Outcomes on the Math Composite
Score Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 85% 71% 91% 70%
Above Benchmark 91% 80% 96% 81%
At Benchmark 64% 41% 75% 34%
Below Benchmark 37% 19% 44% 13%
Well Below Benchmark 11% 4% 8% 1%
Computation
(Comp)
At or Above Benchmark 78% 64% 86% 66%
Above Benchmark 85% 73% 91% 75%
At Benchmark 61% 43% 68% 36%
Below Benchmark 43% 26% 47% 18%
Well Below Benchmark 19% 10% 18% 4%
Concepts
and
Applications
(C&A)
At or Above Benchmark 83% 67% 90% 68%
Above Benchmark 91% 78% 95% 78%
At Benchmark 61% 38% 74% 39%
Below Benchmark 38% 19% 46% 17%
Well Below Benchmark 14% 6% 12% 3%
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’s
Acadience Math measure score at the beginning and middle of the year. N = 56,121 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
17
Fifth Grade Percentage of Students Who Meet Later Outcomes on the Math Composite Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 87% 69% 90% 68%
Above Benchmark 92% 78% 96% 81%
At Benchmark 70% 43% 74% 37%
Below Benchmark 46% 23% 43% 14%
Well Below Benchmark 16% 6% 10% 2%
Computation
(Comp)
At or Above Benchmark 84% 67% 87% 66%
Above Benchmark 89% 74% 94% 77%
At Benchmark 66% 43% 73% 39%
Below Benchmark 51% 29% 44% 18%
Well Below Benchmark 25% 12% 12% 3%
Concepts
and
Applications
(C&A)
At or Above Benchmark 83% 65% 88% 68%
Above Benchmark 89% 74% 93% 77%
At Benchmark 66% 42% 72% 40%
Below Benchmark 46% 24% 50% 22%
Well Below Benchmark 22% 10% 18% 5%
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’s
Acadience Math measure score at the beginning and middle of the year. N = 47,139 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
18
Sixth Grade Percentage of Students Who Meet Later Outcomes on the Math Composite Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience Math
Measure
Benchmark
Status
Percent of students
At or Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
Above
Benchmark on
middle-of-year
Math Composite
Score based on
beginning-of-year
status
Percent of students
At or Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Percent of students
Above
Benchmark on
end-of-year
Math Composite
Score based on
middle-of-year
status
Math
Composite
Score
At or Above Benchmark 87% 71% 88% 70%
Above Benchmark 93% 80% 96% 83%
At Benchmark 64% 39% 69% 35%
Below Benchmark 39% 18% 35% 11 %
Well Below Benchmark 9% 3% 5% 1%
Computation
(Comp)
At or Above Benchmark 83% 66% 85% 66%
Above Benchmark 88% 74% 92% 77%
At Benchmark 67% 40% 65% 36%
Below Benchmark 41% 21% 36% 17%
Well Below Benchmark 18% 9% 10% 3%
Concepts
and
Applications
(C&A)
At or Above Benchmark 82% 66% 84% 66%
Above Benchmark 89% 75% 92% 78%
At Benchmark 62% 39% 67% 39%
Below Benchmark 42% 21% 38% 17%
Well Below Benchmark 14% 6% 11% 4%
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’s
Acadience Math measure score at the beginning and middle of the year. N = 17,061 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
19
Kindergarten Percentage of Students Who Meet Later Outcomes on the GMADE Total Math
Score based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on GMADE Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on GMADE Total Math
Score based on middle-
of-year status
Percent of students
showing adequate skill
on GMADE Total Math
Score based on end-of-
year status
Math
Composite
Score
At or Above Benchmark 80% 79% 80%
Below Benchmark 53% 66% 76%
Well Below Benchmark 12% 31% 37%
Beginning
Quantity
Discrimination
(BQD)
At or Above Benchmark 78% 85% 87%
Below Benchmark 63% 75% 67%
Well Below Benchmark 13% 30% 37%
Number
Identication
Fluency
(NIF)
At or Above Benchmark 79% 80% 80%
Below Benchmark 67% 69% 74%
Well Below Benchmark 27% 39% 34%
Next Number
Fluency
(NNF)
At or Above Benchmark 81% 76% 74%
Below Benchmark 55% 61% 68%
Well Below Benchmark 21% 38% 57%
Note. This table shows the likelihood of being on track on the GMADE assessment administered at the end of the year, based on the student’s individual
beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the GMADE assessment was used to indicate
whether the student was on track. N = 156 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one category.
The GMADE data was collected during the 2012–2013 school year.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
20
First Grade Percentage of Students Who Meet Later Outcomes on the GMADE Total Math
Score based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on GMADE Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on GMADE Total Math
Score based on middle-
of-year status
Percent of students
showing adequate skill
on GMADE Total Math
Score based on end-of-
year status
Math
Composite
Score
At Benchmark 82% 87% 86%
Below Benchmark 50% 52% 53%
Well Below Benchmark 28% 22% 29%
Number
Identication
Fluency
(NIF)
At Benchmark 82%
– –
Below Benchmark 42%
– –
Well Below Benchmark 33%
– –
Next
Number
Fluency
(NNF)
At Benchmark 86%
– –
Below Benchmark 49%
– –
Well Below Benchmark 29%
– –
Missing
Number
Fluency
(MNF)
At Benchmark 78% 91% 79%
Below Benchmark 37% 45% 64%
Well Below Benchmark 12% 37% 28%
Advanced
Quantity
Discrimination
(AQD)
At Benchmark 77% 80% 85%
Below Benchmark 48% 53% 54%
Well Below Benchmark 33% 21% 24%
Computation
(Comp)
At Benchmark 70% 78% 85%
Below Benchmark 57% 63% 68%
Well Below Benchmark 32% 35% 21%
Note. This table shows the likelihood of being on track on the GMADE assessment administered at the end of the year, based on the student’s individual
beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the GMADE assessment was used to indicate
whether the student was on track. N = 154 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one category.
The GMADE data was collected during the 2012–2013 school year.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
21
Second Grade Percentage of Students Who Meet Later Outcomes on the SAT10 Total Math
Score Based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on SAT10 Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
middle-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
end-of-year status
Math
Composite
Score
At or Above Benchmark 88% 89% 90%
Below Benchmark 55% 41% 53%
Well Below Benchmark 14% 10% 14%
Computation
(Comp)
At or Above Benchmark 86% 90% 90%
Below Benchmark 53% 44% 57%
Well Below Benchmark 18% 16% 25%
Concepts
and
Applications
(C&A)
At or Above Benchmark 93% 88% 92%
Below Benchmark 47% 47% 33%
Well Below Benchmark 25% 13% 5%
Note. This table shows the likelihood of being on track on the SAT10 Total Math Score administered at the end of the year, based on the student’s
individual beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the SAT10 assessment was used
to indicate whether the student was on track. N = 132 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one
category.
Third Grade Percentage of Students Who Meet Later Outcomes on the SAT10 Total Math Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on SAT10 Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
middle-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
end-of-year status
Math
Composite
Score
At or Above Benchmark 85% 86% 83%
Below Benchmark 57% 40% 40%
Well Below Benchmark 10% 15% 14%
Computation
(Comp)
At or Above Benchmark 77% 78% 81%
Below Benchmark 38% 62% 44%
Well Below Benchmark 19% 21% 26%
Concepts
and
Applications
(C&A)
At or Above Benchmark 83% 78% 87%
Below Benchmark 47% 36% 45%
Well Below Benchmark 17% 6% 10%
Note. This table shows the likelihood of being on track on the SAT10 Total Math Score administered at the end of the year, based on the student’s
individual beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the SAT10 assessment was used
to indicate whether the student was on track. N = 114 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one
category.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
22
Fourth Grade Percentage of Students Who Meet Later Outcomes on the SAT10 Total Math
Score Based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on SAT10 Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
middle-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
end-of-year status
Math
Composite
Score
At or Above Benchmark 92% 84% 82%
Below Benchmark 50% 50% 60%
Well Below Benchmark 6% 7% 13%
Computation
(Comp)
At or Above Benchmark 91% 81% 81%
Below Benchmark 42% 33% 43%
Well Below Benchmark 24% 0% 14%
Concepts
and
Applications
(C&A)
At or Above Benchmark 88% 81% 83%
Below Benchmark 42% 57% 64%
Well Below Benchmark 13% 7% 13%
Note. This table shows the likelihood of being on track on the SAT10 Total Math Score administered at the end of the year, based on the student’s
individual beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the SAT10 assessment was used
to indicate whether the student was on track. N = 70 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one
category.
Fifth Grade Percentage of Students Who Meet Later Outcomes on the SAT10 Total Math Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on SAT10 Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
middle-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
end-of-year status
Math
Composite
Score
At or Above Benchmark 85% 81% 82%
Below Benchmark 46% 40% 50%
Well Below Benchmark 26% 7% 3%
Computation
(Comp)
At or Above Benchmark 81% 77% 77%
Below Benchmark 43% 50% 54%
Well Below Benchmark 21% 13% 8%
Concepts
and
Applications
(C&A)
At or Above Benchmark 85% 87% 83%
Below Benchmark 50% 48% 45%
Well Below Benchmark 23% 10% 7%
Note. This table shows the likelihood of being on track on the SAT10 Total Math Score administered at the end of the year, based on the student’s
individual beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the SAT10 assessment was used
to indicate whether the student was on track. N = 123 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one
category.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
23
Sixth Grade Percentage of Students Who Meet Later Outcomes on the SAT10 Total Math Score
Based on Benchmark Status on Individual Acadience Math Measures
Acadience
Math
Measure
Benchmark
Status
Percent of students
showing adequate
skill on SAT10 Total
Math Score based on
beginning-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
middle-of-year status
Percent of students
showing adequate skill
on SAT10 Total Math
Score based on
end-of-year status
Math
Composite
Score
At or Above Benchmark 94% 93% 89%
Below Benchmark 44% 33% 36%
Well Below Benchmark 26% 13% 0%
Computation
(Comp)
At or Above Benchmark 88% 85% 85%
Below Benchmark 17% 36% 46%
Well Below Benchmark 32% 15% 8%
Concepts
and
Applications
(C&A)
At or Above Benchmark 91% 84% 93%
Below Benchmark 53% 62% 32%
Well Below Benchmark 22% 12% 0%
Note. This table shows the likelihood of being on track on the SAT10 Total Math Score administered at the end of the year, based on the student’s
individual beginning-, middle-, and end-of-year Acadience Math measure benchmark status. The 40th percentile for the SAT10 assessment was used
to indicate whether the student was on track. N = 74 students. Due to insufficient sample size, At Benchmark and Above Benchmark were kept as one
category.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
24
Percentage of Students Who Met Outcomes at the Beginning of the Following Year
Acadience
Math
Measure
End-of-Year
Benchmark Status
Likelihood of Being on Track on Math Composite Score at Beginning of Following Year
K 1 2 3 4 5
Math
Composite
Score
At or Above Benchmark 86% 81% 85% 85% 84% 81%
Below Benchmark 38% 41% 48% 39% 37% 35%
Well Below Benchmark 9% 13% 17% 11% 10% 9%
Beginning
Quantity
Discrimination
(BQD)
At or Above Benchmark 79%
Below Benchmark 49%
Well Below Benchmark 25%
Number
Identication
Fluency
(NIF)
At or Above Benchmark 87%
Below Benchmark 36%
Well Below Benchmark 8%
Next
Number
Fluency
(NNF)
At or Above Benchmark 81%
Below Benchmark 51%
Well Below Benchmark 19%
Advanced
Quantity
Discrimination
(AQD)
At or Above Benchmark 80%
Below Benchmark 49%
Well Below Benchmark 20%
Missing
Number
Fluency
(MNF)
At or Above Benchmark 78%
Below Benchmark 46%
Well Below Benchmark 20%
Computation
(Comp)
At or Above Benchmark 82% 83% 83% 83% 83%
Below Benchmark 49% 48% 45% 43% 39%
Well Below Benchmark 20% 19% 16% 17% 12%
Concepts
and
Applications
(C&A)
At or Above Benchmark 82% 85% 82% 80%
Below Benchmark 46% 46% 41% 42%
Well Below Benchmark 19% 16% 15% 15%
Note. This table shows the percent of students that are on track on the Math Composite Score at the beginning of the following school year based on
their end-of-year benchmark status. Sample sizes for cross-year cohorts as follows. End of kindergarten to beginning of rst grade: 54,402, end of rst
grade to beginning of second grade: 54,137, end of second grade to beginning of third grade: 44,401, end of third grade to beginning of fourth grade:
40,411, end of fourth grade to beginning of fth grade: 34,929, and end of fth grade to beginning of sixth grade: 11,785. Acadience Math data were
exported from Acadience Data Management for the 2015–2016, 2016–2017, 2017–2018, and/or 2018–2019 school years.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
25
Percentile Ranks of Benchmark Goals and Cut Points by Grade at Beginning of Year
Acadience Math
Measure Benchmark Status K 1 2 3 4 5 6
Math
Composite
Score
Benchmark Goal 45 47 41 49 47 47 48
Cut Point for Risk 23 23 22 24 22 24 20
Beginning Quantity
Discrimination (BQD)
Benchmark Goal 52
Cut Point for Risk 24
Number Identication
Fluency (NIF)
Benchmark Goal 46 47
Cut Point for Risk 27 24
Next Number
Fluency (NNF)
Benchmark Goal 52 47
Cut Point for Risk 28 27
Advanced Quantity
Discrimination (AQD)
Benchmark Goal 45
Cut Point for Risk 24
Missing Number
Fluency (MNF)
Benchmark Goal 45
Cut Point for Risk 21
Computation
(Comp)
Benchmark Goal 54 45 50 45 50 47
Cut Point for Risk 30 14 26 22 26 24
Concepts
and Applications
(C&A)
Benchmark Goal 48 50 47 46 45
Cut Point for Risk 26 25 26 24 22
Note. This table shows the percentile ranks of benchmark goals and cut points by grade at the beginning of the year based on the 2016–2017 Acadience
Math National Norms.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
26
Percentile Ranks of Benchmark Goals and Cut Points by Grade at Middle of Year
Acadience Math
Measure Benchmark Status K 1 2 3 4 5 6
Math
Composite
Score
Benchmark Goal 43 47 44 46 46 43 44
Cut Point for Risk 21 22 20 23 24 23 22
Beginning Quantity
Discrimination (BQD)
Benchmark Goal 36
Cut Point for Risk 14
Number Identication
Fluency (NIF)
Benchmark Goal 43
Cut Point for Risk 22
Next Number
Fluency (NNF)
Benchmark Goal 47
Cut Point for Risk 23
Advanced Quantity
Discrimination (AQD)
Benchmark Goal 45
Cut Point for Risk 24
Missing Number
Fluency (MNF)
Benchmark Goal 51
Cut Point for Risk 30
Computation
(Comp)
Benchmark Goal 48 47 48 45 43 43
Cut Point for Risk 24 27 25 24 20 21
Concepts
and Applications
(C&A)
Benchmark Goal 46 46 46 46 43
Cut Point for Risk 23 23 25 24 23
Note. This table shows the percentile ranks of benchmark goals and cut points by grade at the middle of the year based on the 2016–2017 Acadience
Math National Norms.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
27
Percentile Ranks of Benchmark Goals and Cut Points by Grade at End of Year
Acadience Math
Measure Benchmark Status K 1 2 3 4 5 6
Math
Composite
Score
Benchmark Goal 43 46 40 42 40 40 43
Cut Point for Risk 21 22 21 22 19 20 22
Beginning Quantity
Discrimination (BQD)
Benchmark Goal 47
Cut Point for Risk 22
Number Identication
Fluency (NIF)
Benchmark Goal 42
Cut Point for Risk 22
Next Number
Fluency (NNF)
Benchmark Goal 49
Cut Point for Risk 23
Advanced Quantity
Discrimination (AQD)
Benchmark Goal 47
Cut Point for Risk 25
Missing Number
Fluency (MNF)
Benchmark Goal 46
Cut Point for Risk 29
Computation
(Comp)
Benchmark Goal 50 42 45 43 42 45
Cut Point for Risk 24 18 23 22 22 24
Concepts
and Applications
(C&A)
Benchmark Goal 41 45 40 42 45
Cut Point for Risk 20 26 21 21 27
Note. This table shows the percentile ranks of benchmark goals and cut points by grade at the end of the year based on the 2016–2017 Acadience Math
National Norms.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
28
K
Kindergarten Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
BQD Score = ______ x2= ______
+ NIF Score = ______
+ NNF Score = ______ x2= ______
Math Composite Score (2xBQD + NIF + 2xNNF) =
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
BQD Score = ______ x3= ______
+ NIF Score = ______
+ NNF Score = ______ x3= ______
Math Composite Score (3xBQD + NIF + 3xNNF) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
BQD Score = ______ x2= ______
+ NIF Score = ______
+ NNF Score = ______ x3= ______
Math Composite Score (2xBQD + NIF + 3xNNF) =
Do not calculate the Composite Score if any of the values are missing.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
29
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
1
First Grade Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
NIF Score = ______
+ NNF Score = ______ x3= ______
+ AQD Score = ______ x2= ______
+ MNF Score = ______ x5= ______
+ Comp Score = ______ x 4= ______
Math Composite Score
(NIF + 3xNNF + 2xAQD + 5xMNF + 4xComp)
=
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
AQD Score = ______
+ MNF Score = ______ x2= ______
+ Comp Score = ______
Math Composite Score (AQD + 2xMNF + Comp) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
AQD Score = ______
+ MNF Score = ______ x2= ______
+ Comp Score = ______
Math Composite Score (AQD + 2xMNF + Comp) =
Do not calculate the Composite Score if any of the values are missing.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
30
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
2
Second Grade Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
31
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
3
Third Grade Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
32
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
4
Fourth Grade Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
Comp Score = ______ x2= ______
+ C&A Score = ______
Math Composite Score (C&A + 2xComp) =
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
33
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
5
Fifth Grade Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
Acadience
®
is a registered trademark of Acadience Learning Inc. www.acadiencelearning.org
34
The Math Composite Score is used to interpret student results for Acadience Math. Acadience Data Management will calculate the
composite score for you. You can also use this worksheet to calculate the composite score.
6
Sixth Grade Acadience® Math Composite Score Worksheet
© Acadience Learning Inc. / May, 2020
Name: _____________________________________ Class: _____________________________________
Beginning of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
Middle of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.
End of Year Benchmark
Comp Score = ______
+ C&A Score = ______
Math Composite Score (C&A + Comp) =
Do not calculate the Composite Score if any of the values are missing.