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Grades 3-8 State Testing (Includes PSAT Data) Performance
Date: 07, 2021

Tests are administered in the late spring of the school year; data are updated as available after scoring is completed. See the Recently Posted Reports page for when the reports were last updated.

For additional help in interpreting these scores please refer to the Interpretive Guide to M-STEP Reports at www.michigan.gov/mstep or the Michigan Grade 8 Testing Interpretive Guide to Reports at www.michigan.gov/psat These reports include all valid tests taken by public school students. Only scores for nonpublic or home-schooled students are excluded.

Assessment reports are available in three forms. Use the buttons near the top of the screen to switch between:

The purpose of Michigan’s state assessment program is to provide districts and schools information about what students know and can do based on Michigan’s Academic Standards to help inform continuous improvement goals. The assessments also provide teachers and parents a snapshot of individual students’ knowledge and performance in key content areas. It also satisfies requirements of the Every Student Succeeds Act and the Individuals with Disabilities Education Act.

The Grades 3-8 Assessments reports show how students are performing on statewide assessments of learning. Michigan’s current assessments include:

Claims subscore and Target Analysis data are only available at the “All Students” level, and only to users with secure logins.

Logged-in users can see student breakdown data for the entities they have access to.

See the MI School Data Quick Start Guide for the basics of navigating the site and customizing a report.

Options can be set to either percent or student count.

The Snapshot display includes the proficiency cut score, which can be hidden. The Trend display presents line graphs with data points for each year of assessment. The Distribution view provides a box plot that shows the distribution of scaled scores by low value, 25th percentile, 50th percentile, 75th percentile and high value.

Use the buttons near the top of the screen to switch between Performance Level, Scaled Scores and Proficiency.

Use the Report and Location Settings to review data by school year, assessment program, grade, subject and report category.

CEPI collected the data used to compile this report.

CEPI’s Michigan Student Data System was used to locate students’ building, district, and intermediate school district as well as demographics.

The MDE Office of Educational Assessment and Accountability (OEAA) , which sets policies for M-STEP administration, MI-Access, and PSAT 8/9, provided the test data.

For the current M-STEP, students are tested in all grades from 3 through 7 in mathematics and English language arts, which measures what students know and can do based on Michigan’s Academic Standards in English language arts (ELA) and mathematics. Student are tested in grades 5 and 8 for science, and social studies.

MI-Access tests are administered in grades 3-8 and 11 in mathematics and English language arts; grades 4, 7, and 11 in science; and grades 5, 8, and 11 in social studies (Functional Independence only).

MI-Access reflects how students with cognitive impairments are performing on assessments based on alternate content standards.

The PSAT 8/9 is administered in 8th grade, but it is recommended that districts administer the assessment in 9th grade as well.

Reports are aggregated by the building, district, and ISD where the test was taken, not where the student was enrolled.

For more information, please refer to the Interpretive Guide to Reports for each assessment. These can be found at:

If you have questions not addressed here or in the linked resource pages, please contact CEPI customer support at [email protected].

Claim Scores

Logged-in users can find claim scores under Performance Level. Claim scores represent a snapshot of student progress in key English language arts and mathematics learning areas. These scores provide information about student performance in specific areas within the content area.

Because claim scores are calculated differently than a student’s overall score for English or mathematics, comparisons between claim and overall scores are not valid.

Mathematics Claim 2 (Problem Solving) and Claim 4 (Modeling and Data Analysis) are combined for reporting purposes. Assessment items were similar for Claims 2 and 4, and the combination of these items into one combined score allows for a more accurate measure of student performance.

Target Analysis

he Target Analysis Report identifies relative areas of strength and weakness among the identified aggregate group, based on the assessment targets in English language arts and mathematics. The Target Analysis Report helps districts and buildings identify relative areas of weakness—regardless of proficiency level—to inform programmatic and instructional decisions. Assessment Targets are listed in the Target Text column, and the relative strength, weakness, or neither strength nor weakness on each target is listed in the Performance Indicator column.

Disclosure Avoidance

CEPI uses data suppression rules to protect the privacy of individual students. Please see Grades 3-8 and High School Assessments Disclosure Avoidance for more details.

Report Labels

See the Glossary for additional terms and acronyms used on MI School Data.

Assessment Targets: Assessment targets group the claims into assessible content and are used to guide item development. Assessment targets are grouped into claims within a content area for ELA or mathematics. Assessment targets apply to ELA and mathematics only. For science, these are called topic bundles.

Mean Scaled Score: The average scaled score for students with valid tests within the selected aggregate group.

MI-Access Assessment Types:

Participation: Participation assessments are for students whose IEP goals and objectives and course of instruction align most closely with the “Low” range of complexity of the Essential Elements or Extended Grade Level Content Expectations/Benchmarks. These students may have both significant cognitive and physical impairments that limit their ability to generalize or transfer learning, and which makes determining their actual abilities and skills difficult.

Supported Independence: SI assessments are for students whose IEP goals and objectives and course of instruction align most closely with the “Medium” range of complexity of the Essential Elements or Extended Grade Level Content Expectations/Benchmarks. These students may also have both cognitive and physical impairments that impact their ability to generalize or transfer learning; however, they usually can follow learned routines and demonstrate independent living skills.

Functional Independence: FI assessments are for students whose IEP goals and objectives and course of instruction align most closely with the “High” range of complexity of the Essential Elements or Extended Grade Level Content Expectations/Benchmarks. Typically, these students can, with assistance, assess their personal strengths and limitations, and can access resources, strategies, supports, and linkages to help them maximize their independence.

Performance Level: Performance levels are indicators of student proficiency levels based on Michigan Academic Standards. For M-STEP tests and PSAT 8/9, the performance levels are: Advanced, Proficient, Partially Proficient, Not Proficient. Students who score Advanced or Proficient are proficient, while those who score Partially Proficient or Not Proficient are not proficient.

M-STEP and PSAT 8/9 Performance Levels:

Advanced: The student’s performance exceeds academic content standards and indicates substantial understanding and application of key concepts defined for Michigan students. The student needs support to continue to excel.

The student’s performance exceeds academic content standards and indicates substantial understanding and application of key concepts defined for Michigan students. The student needs support to continue to excel. Proficient: The student’s performance indicates understanding and application of key key academic content standards defined for Michigan students. The student needs continued support to maintain and improve proficiency.

The student’s performance indicates understanding and application of key key academic content standards defined for Michigan students. The student needs continued support to maintain and improve proficiency. Partially Proficient: The student’s performance is not yet proficient, indicating a partial understanding and application of key academic content standards defined for Michigan students. The student needs assistance to improve achievement.

The student’s performance is not yet proficient, indicating a partial understanding and application of key academic content standards defined for Michigan students. The student needs assistance to improve achievement. Not Proficient: The student’s performance is not yet proficient and indicates minimal understanding and application of key academic content standards defined for Michigan students. The student needs intensive intervention and support to improve achievement.

M-STEP Claim-Subscore Performance Indicators for ELA and Mathematics

Adequate Progress: Students making adequate progress are considered at or near the skill level needed for proficiency.

Students making adequate progress are considered at or near the skill level needed for proficiency. Attention May be Indicated: Students performing at the Attention May be Indicated performance level are considered near the skill level needed for proficiency but may need additional attention.

Students performing at the Attention May be Indicated performance level are considered near the skill level needed for proficiency but may need additional attention. Most at Risk of Falling Behind: Students not making adequate progress are considered most at risk of falling behind.

MI-Access Performance Levels:

Emerging Toward Performance Standard: Student has not met the alternate content standard on MI-Access.

Student has not met the alternate content standard on MI-Access. Attained Performance Standard: Student has met the Alternate Content standard on MI-Access.

Student has met the Alternate Content standard on MI-Access. Surpassed Performance Standard: Student has met and surpassed the alternate content standard on MI-Access.

Scaled Score: A scaled score is calculated from a total number of obtained score points, statistically adjusted and converted into a consistent, standardized scale that permits direct and fair comparisons of scores from different forms of a test.

Standard Deviation: Shows how widely scores vary from the mean; a high standard deviation indicates that scores are farther from the mean (more spread out); a low standard deviation means scores are clustered closer to the mean.

Data Calculations

Data calculation information is available in each assessment’s Interpretive Guide to Reports and Technical Reports on the Michigan Department of Education website in the Office of Assessment and Accountability resources.

[1] Url: https://www.mischooldata.org/grades-3-8-state-testing-includes-psat-data-performance/

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