Acadience Math
Composite

Summary

Acadience Math is a screening and progress monitoring assessment used to measure math skills. The Acadience Math screening measures are efficient indicators of math skills. For each grade and time of year, the Acadience Math component measures that correlate highly with later outcomes are combined to form a Math Composite Score. The component measures used in the Composite Score depend upon grade and time of year. The Composite Score is the best overall predictor of later outcomes and conveys that all of the aspects of math proficiency are critical.

Where to Obtain:
Developer: Acadience Learning Inc., Publisher: Voyager Sopris Learning
info@acadiencelearning.org; customerservice@voyagersopris.com
Acadience Learning Inc. 859 Willamette Street, Suite 320, Eugene, OR 97401; Voyager Sopris Learning 17855 Dallas Parkway, Suite 400 Dallas, TX 75287
Acadience Learning: (541)431-6931, (888)943-1240; Voyager Sopris Learning: (800)547-6747
https://acadiencelearning.org/; https://www.voyagersopris.com/
Initial Cost:
Free
Replacement Cost:
Free
Included in Cost:
All materials are available for free download at https://acadiencelearning.org, including progress monitoring worksheets for each grade, assessor scoring booklets and keys for each grade, the Acadience Math Assessment Manual, and the Acadience Math Technical Adequacy Brief. ADDITIONAL INFO WHERE TOOL CAN BE OBTAINED: Voyager Sopris Learning (Published print version in color) Website: http://voyagersopris.com Address: 17855 Dallas Parkway, Suite 400, Dallas, TX 75287-6816 Telephone number: (800) 547-6747 ADDITIONAL INFO COST INFO: Voyager Sopris Learning Initial cost for implementing program: $5.60 Unit of cost: Student Replacement cost for subsequent use: $2.08 Unit of cost: Student License Duration: Year A grade-level classroom kit from Voyager Sopris Learning will provide the needed materials for 25 students within a classroom and in grades 2 - 6 will costs $139.95. The classroom kit includes student benchmark Computation and Concepts and Applications worksheets for assessing skills in the beginning, middle, and end of year. Also included are the needed teacher keys, student booklets, assessment manual, and progress monitoring forms for five students.
Approved accommodations are any accommodations that will not alter the standardization of the assessment. Specific approved accommodations include, but are not limited to: 1. The use of colored overlays, filters, or lighting adjustments for students with visual impairments. 2. The use of student materials that have been enlarged or with larger print for students with visual impairments. 3. The use of assistive technology, such as hearing aids and assistive listening devices (ALDs), for students with hearing impairments. 4. The use of a marker or ruler to focus student attention on the materials for students who are not able to demonstrate their skills adequately without one. Unapproved accommodations are accommodations that are likely to change how the assessment functions (such as modifying the timing rules or reading Concepts and Applications items to students). Scores from measures administered with unapproved accommodations should not be treated or reported as official Acadience Math scores and cannot be compared to other Acadience Math scores or benchmark goals but can be used to measure individual growth for a student. An unapproved accommodation may be used when (a) a student cannot be tested accurately using the standardized rules or approved accommodations, but the school would still like to measure progress for that student; or (b) a student’s Individualized Education Plan (IEP) requires testing with an unapproved accommodation. For more information about accommodations please see the Acadience Math Assessment Manual.
Training Requirements:
One to three hours of training to cover foundations of Acadience Math as well as administration and scoring of the measures.
Qualified Administrators:
Administrator must have adequate training on the administration and scoring of the assessments.
Access to Technical Support:
Acadience Learning provides customer support for all Acadience Math assessments, as well as support for the data management and reporting system, Acadience Data Management. Staff are available by phone and email on weekdays from 7am to 5pm Pacific Time, for no additional cost. The majority of customer support requests are resolved in less than one business day.
Assessment Format:
Scoring Time:
  • 1 minutes per worksheet
Scores Generated:
  • Standard score
  • Percentile score
  • Developmental benchmarks
  • Developmental cut points
  • Composite scores
Administration Time:
  • 2 minutes per worksheet
Scoring Method:
  • Manually (by hand)
Technology Requirements:
Accommodations:
Approved accommodations are any accommodations that will not alter the standardization of the assessment. Specific approved accommodations include, but are not limited to: 1. The use of colored overlays, filters, or lighting adjustments for students with visual impairments. 2. The use of student materials that have been enlarged or with larger print for students with visual impairments. 3. The use of assistive technology, such as hearing aids and assistive listening devices (ALDs), for students with hearing impairments. 4. The use of a marker or ruler to focus student attention on the materials for students who are not able to demonstrate their skills adequately without one. Unapproved accommodations are accommodations that are likely to change how the assessment functions (such as modifying the timing rules or reading Concepts and Applications items to students). Scores from measures administered with unapproved accommodations should not be treated or reported as official Acadience Math scores and cannot be compared to other Acadience Math scores or benchmark goals but can be used to measure individual growth for a student. An unapproved accommodation may be used when (a) a student cannot be tested accurately using the standardized rules or approved accommodations, but the school would still like to measure progress for that student; or (b) a student’s Individualized Education Plan (IEP) requires testing with an unapproved accommodation. For more information about accommodations please see the Acadience Math Assessment Manual.

Descriptive Information

Please provide a description of your tool:
Acadience Math is a screening and progress monitoring assessment used to measure math skills. The Acadience Math screening measures are efficient indicators of math skills. For each grade and time of year, the Acadience Math component measures that correlate highly with later outcomes are combined to form a Math Composite Score. The component measures used in the Composite Score depend upon grade and time of year. The Composite Score is the best overall predictor of later outcomes and conveys that all of the aspects of math proficiency are critical.
The tool is intended for use with the following grade(s).
not selected Preschool / Pre - kindergarten
not selected Kindergarten
not selected First grade
selected Second grade
selected Third grade
selected Fourth grade
selected Fifth grade
selected Sixth grade
not selected Seventh grade
not selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelfth grade

The tool is intended for use with the following age(s).
not selected 0-4 years old
not selected 5 years old
not selected 6 years old
not selected 7 years old
not selected 8 years old
not selected 9 years old
not selected 10 years old
not selected 11 years old
not selected 12 years old
not selected 13 years old
not selected 14 years old
not selected 15 years old
not selected 16 years old
not selected 17 years old
not selected 18 years old

The tool is intended for use with the following student populations.
not selected Students in general education
not selected Students with disabilities
not selected English language learners

ACADEMIC ONLY: What skills does the tool screen?

Reading
Phonological processing:
not selected RAN
not selected Memory
not selected Awareness
not selected Letter sound correspondence
not selected Phonics
not selected Structural analysis

Word ID
not selected Accuracy
not selected Speed

Nonword
not selected Accuracy
not selected Speed

Spelling
not selected Accuracy
not selected Speed

Passage
not selected Accuracy
not selected Speed

Reading comprehension:
not selected Multiple choice questions
not selected Cloze
not selected Constructed Response
not selected Retell
not selected Maze
not selected Sentence verification
not selected Other (please describe):


Listening comprehension:
not selected Multiple choice questions
not selected Cloze
not selected Constructed Response
not selected Retell
not selected Maze
not selected Sentence verification
not selected Vocabulary
not selected Expressive
not selected Receptive

Mathematics
Global Indicator of Math Competence
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

Early Numeracy
not selected Accuracy
not selected Speed
not selected Multiple Choice
not selected Constructed Response

Mathematics Concepts
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

Mathematics Computation
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

Mathematic Application
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

Fractions/Decimals
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

Algebra
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

Geometry
selected Accuracy
not selected Speed
not selected Multiple Choice
selected Constructed Response

not selected Other (please describe):

Please describe specific domain, skills or subtests:
BEHAVIOR ONLY: Which category of behaviors does your tool target?


BEHAVIOR ONLY: Please identify which broad domain(s)/construct(s) are measured by your tool and define each sub-domain or sub-construct.

Acquisition and Cost Information

Where to obtain:
Email Address
info@acadiencelearning.org; customerservice@voyagersopris.com
Address
Acadience Learning Inc. 859 Willamette Street, Suite 320, Eugene, OR 97401; Voyager Sopris Learning 17855 Dallas Parkway, Suite 400 Dallas, TX 75287
Phone Number
Acadience Learning: (541)431-6931, (888)943-1240; Voyager Sopris Learning: (800)547-6747
Website
https://acadiencelearning.org/; https://www.voyagersopris.com/
Initial cost for implementing program:
Cost
$0.00
Unit of cost
Replacement cost per unit for subsequent use:
Cost
$0.00
Unit of cost
Duration of license
Unlimited
Additional cost information:
Describe basic pricing plan and structure of the tool. Provide information on what is included in the published tool, as well as what is not included but required for implementation.
All materials are available for free download at https://acadiencelearning.org, including progress monitoring worksheets for each grade, assessor scoring booklets and keys for each grade, the Acadience Math Assessment Manual, and the Acadience Math Technical Adequacy Brief. ADDITIONAL INFO WHERE TOOL CAN BE OBTAINED: Voyager Sopris Learning (Published print version in color) Website: http://voyagersopris.com Address: 17855 Dallas Parkway, Suite 400, Dallas, TX 75287-6816 Telephone number: (800) 547-6747 ADDITIONAL INFO COST INFO: Voyager Sopris Learning Initial cost for implementing program: $5.60 Unit of cost: Student Replacement cost for subsequent use: $2.08 Unit of cost: Student License Duration: Year A grade-level classroom kit from Voyager Sopris Learning will provide the needed materials for 25 students within a classroom and in grades 2 - 6 will costs $139.95. The classroom kit includes student benchmark Computation and Concepts and Applications worksheets for assessing skills in the beginning, middle, and end of year. Also included are the needed teacher keys, student booklets, assessment manual, and progress monitoring forms for five students.
Provide information about special accommodations for students with disabilities.
Approved accommodations are any accommodations that will not alter the standardization of the assessment. Specific approved accommodations include, but are not limited to: 1. The use of colored overlays, filters, or lighting adjustments for students with visual impairments. 2. The use of student materials that have been enlarged or with larger print for students with visual impairments. 3. The use of assistive technology, such as hearing aids and assistive listening devices (ALDs), for students with hearing impairments. 4. The use of a marker or ruler to focus student attention on the materials for students who are not able to demonstrate their skills adequately without one. Unapproved accommodations are accommodations that are likely to change how the assessment functions (such as modifying the timing rules or reading Concepts and Applications items to students). Scores from measures administered with unapproved accommodations should not be treated or reported as official Acadience Math scores and cannot be compared to other Acadience Math scores or benchmark goals but can be used to measure individual growth for a student. An unapproved accommodation may be used when (a) a student cannot be tested accurately using the standardized rules or approved accommodations, but the school would still like to measure progress for that student; or (b) a student’s Individualized Education Plan (IEP) requires testing with an unapproved accommodation. For more information about accommodations please see the Acadience Math Assessment Manual.

Administration

BEHAVIOR ONLY: What type of administrator is your tool designed for?
not selected General education teacher
not selected Special education teacher
not selected Parent
not selected Child
not selected External observer
not selected Other
If other, please specify:

What is the administration setting?
not selected Direct observation
not selected Rating scale
not selected Checklist
not selected Performance measure
not selected Questionnaire
not selected Direct: Computerized
not selected One-to-one
not selected Other
If other, please specify:

Does the tool require technology?
No

If yes, what technology is required to implement your tool? (Select all that apply)
not selected Computer or tablet
not selected Internet connection
not selected Other technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:

What is the administration context?
selected Individual
selected Small group   If small group, n=
selected Large group   If large group, n=
not selected Computer-administered
not selected Other
If other, please specify:
The administration time varies depending on the grade level and the assessment. The time ranges from 2 - 16 minutes per worksheet.

What is the administration time?
Time in minutes
2
per (student/group/other unit)
worksheet

Additional scoring time:
Time in minutes
1
per (student/group/other unit)
worksheet

ACADEMIC ONLY: What are the discontinue rules?
selected No discontinue rules provided
not selected Basals
not selected Ceilings
not selected Other
If other, please specify:


Are norms available?
Yes
Are benchmarks available?
Yes
If yes, how many benchmarks per year?
3
If yes, for which months are benchmarks available?
Beginning of year (months 1 - 3 of school year), middle of year (months 4 - 6 of the school year), and end of year (months 7 - 9 of the school year).
BEHAVIOR ONLY: Can students be rated concurrently by one administrator?
If yes, how many students can be rated concurrently?

Training & Scoring

Training

Is training for the administrator required?
Yes
Describe the time required for administrator training, if applicable:
One to three hours of training to cover foundations of Acadience Math as well as administration and scoring of the measures.
Please describe the minimum qualifications an administrator must possess.
Administrator must have adequate training on the administration and scoring of the assessments.
not selected No minimum qualifications
Are training manuals and materials available?
Yes
Are training manuals/materials field-tested?
Yes
Are training manuals/materials included in cost of tools?
No
If No, please describe training costs:
The Acadience Math Assessment Manual is available for free download along with the test materials. In addition, Acadience Learning and Voyager Sopris Learning offers a variety of training options to meet different needs and at different price points. Training options include pre-recorded online training, live online webinars, onsite training (hiring a trainer to come out to the school or district), and Acadience Learning conducts a Super Institute, which takes place each summer. Acadience Learning or Voyager Sopris Learning staff can work with schools, LEAs, regional agencies, and SEAs to develop customized training plans to meet their unique needs. We also have an Acadience Math Mentor program, where a single attendee or small group of attendees can become Acadience Math Mentors and receive access to our official training materials, which they can use to train others in their school or district. For an individual teacher subscription to the online Acadience Math Essential Workshop, the cost is $129. Please note: Other training options may cost more or less depending on the circumstances and the number of attendees.
Can users obtain ongoing professional and technical support?
Yes
If Yes, please describe how users can obtain support:
Acadience Learning provides customer support for all Acadience Math assessments, as well as support for the data management and reporting system, Acadience Data Management. Staff are available by phone and email on weekdays from 7am to 5pm Pacific Time, for no additional cost. The majority of customer support requests are resolved in less than one business day.

Scoring

How are scores calculated?
selected Manually (by hand)
not selected Automatically (computer-scored)
not selected Other
If other, please specify:

Do you provide basis for calculating performance level scores?
Yes
What is the basis for calculating performance level and percentile scores?
not selected Age norms
selected Grade norms
not selected Classwide norms
not selected Schoolwide norms
not selected Stanines
not selected Normal curve equivalents

What types of performance level scores are available?
not selected Raw score
selected Standard score
selected Percentile score
not selected Grade equivalents
not selected IRT-based score
not selected Age equivalents
not selected Stanines
not selected Normal curve equivalents
selected Developmental benchmarks
selected Developmental cut points
not selected Equated
not selected Probability
not selected Lexile score
not selected Error analysis
selected Composite scores
not selected Subscale/subtest scores
not selected Other
If other, please specify:

Does your tool include decision rules?
Yes
If yes, please describe.
The Acadience Math benchmark goals provide targeted levels of skill that students need to achieve by specific points in time in order to be considered to be making adequate progress. The Stanford Achievement Test Series, Tenth Edition–Total Math score (SAT10; Pearson, 2003), a high-quality, nationally norm-referenced assessment, was used as an external criterion in the validity study. In the validity study, the 40th percentile at or above the SAT10 Total Math Raw Score was used as one approximation of adequate math skill. The intent is to develop generalizable benchmark goals and cut points that are relevant and appropriate for a wide variety of math outcomes, across a wide variety of states and regions, and for diverse groups of students. The principle vision for Acadience Math is a step-by-step vision. Student skills at or above benchmark at the beginning of the year put the odds in favor of the student achieving the middle-of-year benchmark goal. In turn, students with skills at or above benchmark in the middle of the year have the odds in favor of achieving the end-of-year benchmark goal. Finally, students with skills at or above benchmark at the end of the year have odds in favor of having adequate math skills on a wide variety of external measures of math proficiency. The fundamental logic for developing the benchmark goals and cut points for risk was to begin with the external outcome goal and work backward in that step-by- step system. We first obtained an external criterion measure (the SAT10 Total Math Raw Score) at the end of the year with a level of performance that would represent adequate math skills (the SAT10 Total Math Raw Score at the 40th percentile rank). Next, we specified the benchmark goal and cut point for risk for end-of-year Composite Score with respect to the end-of-year external criterion. Then, using the Composite Score end-of-year goal as an internal criterion, we established the benchmark goals and cut points for risk for middle-of-year Composite Score. Finally, we established the benchmark goals and cut points for risk for beginning-of-year Composite Score using the middle-of-year Composite Score goal as an internal criterion (see the Acadience Math Benchmark Goals Document). The same standard setting methodology used for the Acadience Math Composite was also used for each individual Acadience Math component measure.
Can you provide evidence in support of multiple decision rules?
Yes
If yes, please describe.
Research evidence supporting the use of Acadience Math measures for benchmark assessment three times per year is found in the Acadience Math Technical Adequacy Brief, Acadience Math Assessment Manual, and the Acadience Math Benchmark Goals document.
Please describe the scoring structure. Provide relevant details such as the scoring format, the number of items overall, the number of items per subscale, what the cluster/composite score comprises, and how raw scores are calculated.
In second through sixth grade, the Computation and Concepts and Applications component assessments are combined into an overall Math Composite Score. Depending on the grade level and time of year, different weights may be given to the component assessments. Math Composite Scores can be calculated manually or automatically. If calculating manually, Math Composite Score worksheets are provided.
Describe the tool’s approach to screening, samples (if applicable), and/or test format, including steps taken to ensure that it is appropriate for use with culturally and linguistically diverse populations and students with disabilities.
The Acadience Math measures were developed to provide teachers with information they need to make decisions about instruction. The authors advocate a data-based decision-making model referred to as the Outcomes-Driven Model, because the data are used to make decisions to improve student outcomes by matching the amount and type of instructional support with the needs of the individual students. These steps of the model repeat each trimester (i.e., beginning of year, middle of year, and end of year) as a student progresses through the grades. At the beginning of the trimester, the first step is to identify students who may need additional support. At the end of the trimester, the final step is to review outcomes, which also facilitates identifying students who need additional support for the next trimester. In this manner, educators can ensure that students who are on track to become proficient at math continue to make adequate progress, and that those students who are not on track receive the support they need to become proficient at math. Step 1: Identify need for support early. This process occurs during benchmark assessment, and is also referred to as universal screening. The purpose is to identify those students who may need additional instructional support to achieve benchmark goals. The benchmark assessment also provides information regarding the performance of all students in the school with respect to benchmark goals. All students within a school or grade are tested three times per year on grade-level material. The testing occurs at the beginning, middle, and end of the school year. Step 2: Validate need for support. The purpose of this step is to be reasonably confident that the student needs or does not need additional instructional support. Before making individual student decisions, it is important to consider additional information beyond the initial data obtained during benchmark testing. Teachers can always use additional assessment information and knowledge about a student to validate a score before making decisions about instructional support. If there is a discrepancy in the student’s performance relative to other information available about the student, or if there is a question about the accuracy of a score, the score can be validated by retesting the student using alternate forms of the Acadience Math measures or additional diagnostic assessments as necessary. Step 3: Plan and implement support. In general, for students who are meeting the benchmark goals, a good, research-based core classroom curriculum should meet their instructional needs, and they will continue to receive benchmark assessment three times per year to ensure they remain on track. Students who are identified as needing support are likely to require additional instruction or intervention in the skill areas where they are having difficulties. Step 4: Evaluate and modify support as needed. Students who are receiving additional support should be progress monitored more frequently to ensure that the instructional support being provided is helping them get back on track. Students should be monitored on the measures that test the skill areas where they are having difficulties and receiving additional instructional support. Monitoring may occur once per month, once every two weeks, or as often as once per week. In general, students who need the most intensive instruction are progress monitored most frequently. Step 5: Review outcomes. By looking at the benchmark assessment data for all students, schools can ensure that their instructional supports—both core curriculum and additional interventions—are working for all students. If a school identifies areas of instructional support that are not working as desired, the school can use the data to help make decisions on how to improve. The use of Acadience Math measures within the Outcomes-Driven Model is consistent with the most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA), which allows the use of a Response to Intervention (RtI) approach to identify children with learning disabilities. In an RtI approach to identification, early intervention is provided to students who are at risk for the development of learning difficulties. Data are gathered to determine which students are responsive to the intervention provided and which students need more intensive support (Fuchs & Fuchs, 2006). The Outcomes-Driven Model is based on foundational work with a problem-solving model (see Deno, 1989; Shinn, 1995; Tilly, 2008) and the initial application of the problem-solving model to early literacy skills (Kaminski & Good, 1998). The general questions addressed by a problem-solving model include: What is the problem? Why is it happening? What should be done about it? Did it work? (Tilly, 2008). The Outcomes-Driven Model was developed to address these questions, but within a prevention-oriented framework designed to preempt early math difficulty and ensure step-by-step progress toward outcomes that will result in established, adequate math achievement.

Technical Standards

Classification Accuracy & Cross-Validation Summary

Grade Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Classification Accuracy Fall Partially convincing evidence Partially convincing evidence Partially convincing evidence Partially convincing evidence Partially convincing evidence
Classification Accuracy Winter Partially convincing evidence Partially convincing evidence Partially convincing evidence Partially convincing evidence Partially convincing evidence
Classification Accuracy Spring Partially convincing evidence Partially convincing evidence Partially convincing evidence Convincing evidence Partially convincing evidence
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available

SAT 10 Math

Classification Accuracy

Select time of year
Describe the criterion (outcome) measure(s) including the degree to which it/they is/are independent from the screening measure.
Do the classification accuracy analyses examine concurrent and/or predictive classification?

Describe when screening and criterion measures were administered and provide a justification for why the method(s) you chose (concurrent and/or predictive) is/are appropriate for your tool.
Describe how the classification analyses were performed and cut-points determined. Describe how the cut points align with students at-risk. Please indicate which groups were contrasted in your analyses (e.g., low risk students versus high risk students, low risk students versus moderate risk students).
Were the children in the study/studies involved in an intervention in addition to typical classroom instruction between the screening measure and outcome assessment?
No
If yes, please describe the intervention, what children received the intervention, and how they were chosen.

Cross-Validation

Has a cross-validation study been conducted?
No
If yes,
Select time of year.
Describe the criterion (outcome) measure(s) including the degree to which it/they is/are independent from the screening measure.
Do the cross-validation analyses examine concurrent and/or predictive classification?

Describe when screening and criterion measures were administered and provide a justification for why the method(s) you chose (concurrent and/or predictive) is/are appropriate for your tool.
Describe how the cross-validation analyses were performed and cut-points determined. Describe how the cut points align with students at-risk. Please indicate which groups were contrasted in your analyses (e.g., low risk students versus high risk students, low risk students versus moderate risk students).
Were the children in the study/studies involved in an intervention in addition to typical classroom instruction between the screening measure and outcome assessment?
If yes, please describe the intervention, what children received the intervention, and how they were chosen.

Classification Accuracy - Fall

Evidence Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Criterion measure SAT 10 Math SAT 10 Math SAT 10 Math SAT 10 Math SAT 10 Math
Cut Points - Percentile rank on criterion measure 20 20 20 20 20
Cut Points - Performance score on criterion measure
Cut Points - Corresponding performance score (numeric) on screener measure
Classification Data - True Positive (a) 11 18 5 11 7
Classification Data - False Positive (b) 5 7 4 8 3
Classification Data - False Negative (c) 6 12 4 14 5
Classification Data - True Negative (d) 106 73 55 86 55
Area Under the Curve (AUC) 0.92 0.86 0.95 0.82 0.90
AUC Estimate’s 95% Confidence Interval: Lower Bound 0.86 0.78 0.89 0.74 0.83
AUC Estimate’s 95% Confidence Interval: Upper Bound 0.97 0.93 0.99 0.90 0.97
Statistics Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base Rate 0.13 0.27 0.13 0.21 0.17
Overall Classification Rate 0.91 0.83 0.88 0.82 0.89
Sensitivity 0.65 0.60 0.56 0.44 0.58
Specificity 0.95 0.91 0.93 0.91 0.95
False Positive Rate 0.05 0.09 0.07 0.09 0.05
False Negative Rate 0.35 0.40 0.44 0.56 0.42
Positive Predictive Power 0.69 0.72 0.56 0.58 0.70
Negative Predictive Power 0.95 0.86 0.93 0.86 0.92
Sample Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Date
Sample Size 128 110 68 119 70
Geographic Representation Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (OR)
West North Central (KS, MO)
Male          
Female          
Other          
Gender Unknown          
White, Non-Hispanic          
Black, Non-Hispanic          
Hispanic          
Asian/Pacific Islander          
American Indian/Alaska Native          
Other          
Race / Ethnicity Unknown          
Low SES          
IEP or diagnosed disability          
English Language Learner          

Classification Accuracy - Winter

Evidence Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Criterion measure SAT 10 Math SAT 10 Math SAT 10 Math SAT 10 Math SAT 10 Math
Cut Points - Percentile rank on criterion measure 20 20 20 20 20
Cut Points - Performance score on criterion measure
Cut Points - Corresponding performance score (numeric) on screener measure
Classification Data - True Positive (a) 10 19 6 18 9
Classification Data - False Positive (b) 7 6 1 6 2
Classification Data - False Negative (c) 6 12 2 8 5
Classification Data - True Negative (d) 106 75 59 87 58
Area Under the Curve (AUC) 0.89 0.88 0.94 0.90 0.90
AUC Estimate’s 95% Confidence Interval: Lower Bound 0.83 0.82 0.88 0.84 0.83
AUC Estimate’s 95% Confidence Interval: Upper Bound 0.96 0.94 0.99 0.96 0.96
Statistics Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base Rate 0.12 0.28 0.12 0.22 0.19
Overall Classification Rate 0.90 0.84 0.96 0.88 0.91
Sensitivity 0.63 0.61 0.75 0.69 0.64
Specificity 0.94 0.93 0.98 0.94 0.97
False Positive Rate 0.06 0.07 0.02 0.06 0.03
False Negative Rate 0.38 0.39 0.25 0.31 0.36
Positive Predictive Power 0.59 0.76 0.86 0.75 0.82
Negative Predictive Power 0.95 0.86 0.97 0.92 0.92
Sample Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Date
Sample Size 129 112 68 119 74
Geographic Representation Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (OR)
West North Central (KS, MO)
Male          
Female          
Other          
Gender Unknown          
White, Non-Hispanic          
Black, Non-Hispanic          
Hispanic          
Asian/Pacific Islander          
American Indian/Alaska Native          
Other          
Race / Ethnicity Unknown          
Low SES          
IEP or diagnosed disability          
English Language Learner          

Classification Accuracy - Spring

Evidence Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Criterion measure SAT 10 Math SAT 10 Math SAT 10 Math SAT 10 Math SAT 10 Math
Cut Points - Percentile rank on criterion measure 20 20 20 20 20
Cut Points - Performance score on criterion measure
Cut Points - Corresponding performance score (numeric) on screener measure
Classification Data - True Positive (a) 12 19 5 23 9
Classification Data - False Positive (b) 4 9 2 4 2
Classification Data - False Negative (c) 6 12 4 5 4
Classification Data - True Negative (d) 110 73 58 90 56
Area Under the Curve (AUC) 0.90 0.88 0.94 0.91 0.93
AUC Estimate’s 95% Confidence Interval: Lower Bound 0.84 0.81 0.87 0.86 0.87
AUC Estimate’s 95% Confidence Interval: Upper Bound 0.97 0.94 0.99 0.96 0.99
Statistics Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Base Rate 0.14 0.27 0.13 0.23 0.18
Overall Classification Rate 0.92 0.81 0.91 0.93 0.92
Sensitivity 0.67 0.61 0.56 0.82 0.69
Specificity 0.96 0.89 0.97 0.96 0.97
False Positive Rate 0.04 0.11 0.03 0.04 0.03
False Negative Rate 0.33 0.39 0.44 0.18 0.31
Positive Predictive Power 0.75 0.68 0.71 0.85 0.82
Negative Predictive Power 0.95 0.86 0.94 0.95 0.93
Sample Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Date
Sample Size 132 113 69 122 71
Geographic Representation Pacific (OR) Pacific (OR) Pacific (CA, OR)
West North Central (KS)
Pacific (CA, OR)
West North Central (KS)
Pacific (OR)
West North Central (KS, MO)
Male          
Female          
Other          
Gender Unknown          
White, Non-Hispanic          
Black, Non-Hispanic          
Hispanic          
Asian/Pacific Islander          
American Indian/Alaska Native          
Other          
Race / Ethnicity Unknown          
Low SES          
IEP or diagnosed disability          
English Language Learner          

Reliability

Grade Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Rating Data unavailable Data unavailable Data unavailable Data unavailable Data unavailable
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
*Offer a justification for each type of reliability reported, given the type and purpose of the tool.
*Describe the sample(s), including size and characteristics, for each reliability analysis conducted.
*Describe the analysis procedures for each reported type of reliability.

*In the table(s) below, report the results of the reliability analyses described above (e.g., internal consistency or inter-rater reliability coefficients).

Type of Subgroup Informant Age / Grade Test or Criterion n Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.
Do you have reliability data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?
No

If yes, fill in data for each subgroup with disaggregated reliability data.

Type of Subgroup Informant Age / Grade Test or Criterion n Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of reliability analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.

Validity

Grade Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Rating Convincing evidence Convincing evidence Convincing evidence Convincing evidence Convincing evidence
Legend
Full BubbleConvincing evidence
Half BubblePartially convincing evidence
Empty BubbleUnconvincing evidence
Null BubbleData unavailable
dDisaggregated data available
*Describe each criterion measure used and explain why each measure is appropriate, given the type and purpose of the tool.
The Stanford Achievement Test Series, Tenth Edition–Total Math score (SAT10; Pearson, 2003) was used as the external criterion. The SAT10 is a widely used, timed, group-administered, norm-referenced achievement test appropriate for children in kindergarten through grade 12. In second through sixth grade, the SAT10 Total Math score includes scores from the subtests of Mathematics Problem Solving and Mathematics Procedures. Students are given 80 minutes in total to complete both subtests. The SAT10 Total Math score was compared to all Acadience Math measures given during the year, providing both predictive criterion-related validity correlations for beginning- and middle-of-year measures and concurrent criterion-related validity data for end-of-year measures.
*Describe the sample(s), including size and characteristics, for each validity analysis conducted.
Validity data were collected during the 2017–2018 school for second through sixth grade. This sample included 537 students across five schools in four districts in four US states. Demographic information is not available for this sample.
*Describe the analysis procedures for each reported type of validity.
Predictive validity is the correlation between the Math Composite Score, which includes the Computation and Concepts and Applications component measures, at the beginning of the year and the SAT 10 score at the end of the school year. This coefficient represents the extent to which Math Composite Score can predict later math outcomes. Concurrent validity is the correlation between the Math Composite Score and the SAT 10 measure both at the end of the year. This coefficient represents the extent to which the Math Composite Score is related to important math outcomes.

*In the table below, report the results of the validity analyses described above (e.g., concurrent or predictive validity, evidence based on response processes, evidence based on internal structure, evidence based on relations to other variables, and/or evidence based on consequences of testing), and the criterion measures.

Type of Subgroup Informant Age / Grade Test or Criterion n Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of validity analysis not compatible with above table format:
Manual cites other published reliability studies:
Yes
Provide citations for additional published studies.
Gray, J. S., Warnock, A. N., Dewey, E. N., Latimer, R., & Wheeler, C. E. (2019) Acadience™ Math Technical Adequacy Brief. Eugene, OR: Acadience Learning Inc.
Describe the degree to which the provided data support the validity of the tool.
Both the concurrent and predictive correlation are generally high. These strong correlations suggest that the Acadience Math Composite Score is assessing skills relevant to math outcomes. Given the wide range of skills assessed on the SAT10, these data support the conclusion that the Math Composite Score is an excellent indicator of math proficiency.
Do you have validity data that are disaggregated by gender, race/ethnicity, or other subgroups (e.g., English language learners, students with disabilities)?
No

If yes, fill in data for each subgroup with disaggregated validity data.

Type of Subgroup Informant Age / Grade Test or Criterion n Median Coefficient 95% Confidence Interval
Lower Bound
95% Confidence Interval
Upper Bound
Results from other forms of validity analysis not compatible with above table format:
Manual cites other published reliability studies:
No
Provide citations for additional published studies.

Bias Analysis

Grade Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Rating No No No No No
Have you conducted additional analyses related to the extent to which your tool is or is not biased against subgroups (e.g., race/ethnicity, gender, socioeconomic status, students with disabilities, English language learners)? Examples might include Differential Item Functioning (DIF) or invariance testing in multiple-group confirmatory factor models.
No
If yes,
a. Describe the method used to determine the presence or absence of bias:
b. Describe the subgroups for which bias analyses were conducted:
c. Describe the results of the bias analyses conducted, including data and interpretative statements. Include magnitude of effect (if available) if bias has been identified.

Data Collection Practices

Most tools and programs evaluated by the NCII are branded products which have been submitted by the companies, organizations, or individuals that disseminate these products. These entities supply the textual information shown above, but not the ratings accompanying the text. NCII administrators and members of our Technical Review Committees have reviewed the content on this page, but NCII cannot guarantee that this information is free from error or reflective of recent changes to the product. Tools and programs have the opportunity to be updated annually or upon request.