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CTP Score Report Help

Need help interpreting your CTP Score Reports? You're in the right place!

You can find below explanations of key terms featured on your CTP Score Reports to help you understand and use your assessment data.

Glossary of Terms

Norm Group: A norm group is a group of students from other schools who also took the CTP— usually students who tested around the same time of year (fall or spring) as your student and who are in the same grade as your student.
  • Class Norm (CN): the group of students in a given classroom of your school.
  • Grade Norm (GN): the group of students in the entire grade in your school.
  • District Norm (DN): the group of students in the entire grade across all schools in the district.
  • The Suburban Norm (SN) is comprised of students at suburban public schools who took the CTP at the same time of year as your student over the past three years.
  • The Independent Norm (IN) is comprised of students from independent schools who took the CTP at the same time of year as your student over the past three years.
  • The National Norm (NN) is comprised of students across the nation (based on a representative sample of all students in the U.S. at the relevant grade level).
  • The Association Norm (AN) is comprised of students in an association of independent schools to which your student's school belongs. These students took the CTP at the same time of year as your student over the past three years.
Raw Score: Represent the number of questions correct on each subtest of the test. That score is then used on reports to determine the percent correct.
Scale Scores: Scale scores are based on the actual number of questions your student answered correctly as well as the difficulty level of those questions.
Percentile Rank: The percentile rank indicates how many students in a norm group had scores that were the same or lower than your student's score. A percentile does not indicate the percentage of questions that your student answered correctly.
Stanine: A stanine is another way of comparing your student's performance to the performance of students in a norm group. Stanines are calculated by dividing the students in the norm group into nine subgroups, called stanines, based on their scores. These stanines are numbered one to nine, lowest to highest, and different percentages of students fall into each stanine. The middle stanines include more students; those at either end include fewer students.


Verbal Reasoning: The ability to analyze information and draw logical inferences, to recognize analogical verbal relationships, and to generalize verbal categorical attributes.
Auditory Comprehension: Prereading vocabulary and comprehension of orally presented material, understanding of stated information, the ability to determine the gist of short passages, and the ability to infer information based on these passages.
Vocabulary: Recognition and understanding of a wide range of grade-appropriate vocabulary and use of context clues to determine meaning.
Reading Comprehension: Comprehension of written material, including recall of information, identifying of main ideas, and hypothesizing using information from passages.
Writing Mechanics: Understanding of spelling, capitalization, punctuation, and usage conventions.
Writing Concepts and Skills: Understanding of the components of effective written composition.
Mathematics: Conceptual understanding of mathematics, application of mathematical knowledge to solve problems, and the ability to compute or estimate solutions.
Quantitative Reasoning: The ability to analyze mathematical concepts and principles, to make generalizations, and to compare quantities mathematically.
Algebra I: Skills typically taught in Algebra I with emphasis on problem-solving and operations with variables, equations, and algebraic geometry.
Science: Understanding scientific process skills, energy, forces and motion, space systems, physical and chemical properties, the living environment and the living organism.
Word Analysis: The ability to recognize and decode words, understanding of basic structural elements of the English Language.

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