The Grades 3-8 State Testing reports show how students are performing on statewide assessments of learning. Michigan’s current statewide assessments include:
- M-STEP - a summative assessment that measures what students know and can do based on Michigan’s Academic Standards.
- PSAT 8/9 - a preliminary SAT test used to assess 8th grade Evidence-Based Reading and Writing and Math.
- MI-Access - a test based on Michigan’s alternate content standards, designed for students who have, or function as if they have, significant cognitive impairment, and whose Individualized Education Program indicates that M-STEP, even with accommodations, is not appropriate.
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, parents and other stakeholders with a snapshot of individual students’ knowledge and performance in key content areas, while satisfying requirements of the Every Student Succeeds Act and the Individuals with Disabilities Education Act.
Assessment reports are available in three forms. Use the buttons near the top of the screen to switch between:
- Performance Level - Rather than specific scores, this report shows how many students fall into performance level categories: “Advanced,” “Proficient,” “Partially Proficient” and “Not Proficient” for M-STEP and PSAT 8/9, and “Emerging Towards,” “Attained” and “Surpassed” for MI-Access.
- Scaled Scores - This report includes a snapshot of the Mean Scaled Score by assessment content area. Scaled scores are calculated based on the total points the student scores, which are statistically adjusted and converted into a standard scale that allows direct and fair comparisons of scores from different forms of a test. Established psychometric procedures are used to ensure that a given scale score represents the same level of performance regardless of the test form.
- Proficiency - This report provides a snapshot and trend view of the number and percentage of students who scored as at or above proficient for each M-STEP subject of ELA, Mathematics, Science and Social Studies.
For additional help in interpreting these scores, please refer to the Interpretive Guide to M-STEP Reports on MDE’s M-STEP web page or the Michigan Grade 8 Testing Interpretive Guide to Reports on MDE’s PSAT 8/9 web page.
These reports include all valid tests taken by public school students. Only scores for nonpublic or home-schooled students are excluded.
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.
- Starting with the Spring 2021 M-STEP, the reporting claim labels were updated from “At Risk,” “Attention” and “Adequate” to “Below,” “At/Near” and “Above.”
- The Spring 2021 M-STEP Science test was not field tested and so publicly available data are available. Scale score ranges have shifted due to the standard-setting process completed in 2021. The standard-setting process is a result of the M-STEP Science test being based on the new Michigan Science Standards (MSS). When looking at trend data in these reports, the trend line breaks across the years during which the M-STEP Science test that is based on the MSS was being field tested and are necessary to ensure accurate interpretations of the data.
- In summer 2020, the name of this report was changed to Grades 3-8 State Testing (Including PSAT Data).
- The Science M-STEP Field Test was administered in Spring 2019. The purpose of the field test was to determine whether the items on the test were a valid measure of Michigan’s K-12 Science Standards. Because this was a field test, scores were not reported for individual students or schools.
- Beginning in 2018-19, the PSAT 8/9 replaced the M-STEP ELA and mathematics assessments in grade 8 and will be included in Michigan’s accountability system for 2019. Grade 8 students are also required to take the M-STEP science (field test) and social studies.
- In 2016, MI-Access was re-aligned to measure the Essential Elements with Michigan range of Complexity for English/language arts and mathematics. As a result, the Michigan Department of Education needed to complete the standard-setting process to account for these changes and apply them to the Spring 2017 assessment. When looking at trend data in these reports, the trend line breaks across these years are necessary to ensure accurate interpretations of the data.
- In 2015, the MI-Access test administration window shifted from fall to spring. Because of this sizeable shift in the timing of when students take the assessment, a standards-setting process was necessary. At standard setting meetings, student performance required for each performance level are determined through a series of decisions made by expert panels of Michigan educators. When content standards and accountability systems change, it is good practice to conduct standard setting studies to ensure that results of an assessment reflect up-to-date achievement goals.
- In 2014-15, Michigan transitioned from the Michigan Educational Assessment Program to M-STEP. The MEAP tested students in the fall on the previous year’s learning. To match the way M-STEP results are displayed, MEAP records will show the grade content that was tested, not the grade in which the test was taken. For example, a student who took the MEAP test in the fall of grade 4 would have been tested on grade 3 content. MEAP tested content for grades 2 through 7 inclusive in math and reading (ELA prior to 2009-10); grades 3 and 6 in writing; grades 4 and 7 in science; and grades 5 and 8 in social studies.
Use the Report and Location settings to review data by school year, assessment program, grade, subject and report category.
Use the buttons near the top of the screen to switch between Performance Level, Scaled Scores and Proficiency. If you’ve selected specific options in the Edit Report screen, those options will be retained when switching between the three reports.
Data view options include:
- Snapshot (a graph and table of the selected data)
- Trend (a graph and table showing changes over time)
- Distribution (for scaled score)
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.
Options can be set to either percent or student count.
See the MI School Data Quick Start Guide for the basics of navigating the site and customizing a report.
Locations Setting options: Statewide, ISD, District and School
Logged-in users can see student breakdown data for the entities they have access to.
Claims subscore and Target Analysis data are only available at the “All Students” level, and only to users with secure logins.
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, 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. Students are tested in grades 5, 8 and 11 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:
If you have questions not addressed here or in the linked resource pages, please contact CEPI customer support at email@example.com.
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, on a different scale, 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.
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 Performance Indicator column identifies each target as a relative strength, weakness, or neither strength nor weakness.
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.
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. 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.
- Proficient: The student’s performance indicates understanding and application of 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.
- 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/Above Standard: Students with this performance level are considered at or near the skill level needed for proficiency.
- Attention May be Indicated/At or Near Standard: Students with this performance level are considered near the skill level needed for proficiency but may need additional attention.
- Most at Risk of Falling Behind/Below Standard: Students with this performance level are considered performing below the skill level needed for proficiency and may need additional attention.
MI-Access Performance Levels:
- Emerging Toward Performance Standard: Student has not met the alternate content standard on MI-Access.
- Attained Performance Standard: 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 based on the total points the student scores, which are statistically adjusted and converted into a standard scale that allows direct and fair comparisons of scores from different forms of a test. Established psychometric procedures are used to ensure that a given scale score represents the same level of performance regardless of the test form.
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 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 Educational Assessment and Accountability resources.
Find and select locations to view reports: