Students make dramatic levels of academic growth that are measurable and rigorous. Families know the level of rigor necessary for college and career readiness in the 21st century.

The first way that students explore their growth is quantitative growth. Quantitative growth is measured when students take the NWEA MAP test. The NWEA MAP test is taken at the beginning of every year for Beginning of Year data (BOY), in the middle of the year (MOY data), and at the end of the year alongside the PARCC test (for EOY data). While this year has developed unprecedented circumstances, students have been able to track their BOY and MOY data. Click here to learn more about the District of Columbia's NWEA MAP progress monitoring data tools that are shared with teachers, students, and their families and quantitative Dramatic Academic Growth.

Another way that students monitor their growth is through qualitative assessments. These assessments usually track students using rubrics. Students at Bridges track their qualitative growth using a writing assessment and a rubric. Students have a writing assessment once a month (starting in January), where they answer a written task and their work is graded using a rubric. Teachers, students, and families use this information as a way to ensure that student growth is happening and use the rubric to see what areas students need additional instruction in. While students will not been able to complete all of their writing tasks, students have completed four months worth of tasks (September, January, February, and March) for growth to be assessed. Click here to learn more about qualitative Dramatic Academic Growth.