Interpreting easyCBM Norms

To interpret student performance on the easyCBM measures, one examines the student’s percentile rank based on their raw score for that measure. Percentile ranks can be found by viewing the Benchmark Scores Report, comparing the student’s score to the percentile lines on the student graphs, or by referring to the Detailed Percentiles chart. In all cases, this information gives an indication of how a student is performing relative to the performance of other students on that measure at that point in time.

Performance at the 50th percentile rank can be interpreted roughly as “average” performance for students in that grade on that measure at that point in time. Performance below the 50th percentile rank indicates that a student is performing below average on that measure at that point in time, with lower scores indicating performance further below average grade level performance.

Why don’t the scores always go up across the year?

Although it would seem logical to have the expected scores increase in a linear way throughout the year, with students at all levels of performance showing a smooth, linear growth from fall through spring, students sometimes defy logic. We also know that student growth is not always a linear phenomenon and varies across age and construct.

The percentile rank scores on easyCBM are based on empirical results of actual student performance on fall, winter, and spring measures. Interestingly, it is common to see steeper growth from fall to winter and to see student performance level off or even decrease slightly from winter to spring. Some of the difference in growth may be related to the “loss” associated with summertime and the jump in level of difficulty as students move from one grade to the next. Thus, students tend to start out scoring lower in the fall, with a fairly steep increase common from fall to winter. In the spring, given that these measures assess a year’s worth of standards, it is common for students to level out.

This is reflective of the fact that they have mastered all standards at the time of testing. In some grade levels and measures, students may show a decrease from winter to spring. It is uncertain what causes this decrease in score in the spring. However, this phenomenon is consistent with empirical results found in literature across the years. Some educators have theorized that it may be related to student motivation or attention to nonacademic pursuits in the springtime. This is why it is so important to use the percentile ranks rather than simple raw scores when interpreting student performance.

Norm Calculations

Data from the 2024–2025 academic year were drawn from valid easyCBM school district accounts, with strict inclusion criteria applied to ensure score validity and consistency. A data selection process prioritized districts with comprehensive testing coverage, followed by stratified sampling to ensure geographic representation across four U.S. regions. The new norms reflect actual student performance on the easyCBM measures. In some cases, the percentile rank associated with a particular raw score increased; in other cases, it decreased. Such changes are to be expected when norms are updated and are a normal part of the norming process.

For more info on the current Norms, please see:  2025 Norms

For more info on viewing percentile rank scores, please see: Percentile Quick Reference Guide

For more info on the detailed percentile tables, please see: Detailed Percentile Table