启明星MAP成绩持续领跑，秘诀藏在“个性化教学”中

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4月中旬，2025第五届形成性教育评价国际高峰论坛在上海举行。

启明星学校凭借在MAP测评中的出色表现，成为中国大陆第一所受邀在主论坛演讲的学校。

我们的三里屯校区小学部执行校长Stacy Andell博士代表启明星登台，分享了学校在教学管理体系建设、教师评估机制及多点数据追踪方面的经验。

她说，“真正有价值的评估，不是为了排名，而是为了成长。”

正是在这种理念引领下，启明星学生在MAP测评中实现了令人瞩目的持续性进步。

MAP测评成绩亮眼，

启明星实现多项“超越”

根据MAP官方公布的多组对比数据，启明星在2024年春季和2025年冬季测试结果中，都表现出整体实力和强劲的增长潜力：

1. 春季测评延续优势

2024年春季测评结果显示，5年级学生在阅读方面的平均分数不仅高于中国平均值和NWEA合作校均值，更全面领先于美国国家常模。

此外，4年级和5年级学生的数学成绩也在不同测期中持续上扬，表明学生在跨学科逻辑与分析能力上的扎实基础。

2. 整体成绩稳步领先

在2025年冬季测评中，启明星3至5年级的数学平均成绩全面超越美国国家常模、中国平均水平和NWEA国际合作学校均值，成为同类学校中极为突出的代表。

在阅读部分，3至5年级学生同样表现稳健，部分年级成绩甚至接近或超越美国常模。

3. 增长曲线令人惊喜

冬季MAP测试数据显示，启明星4年级学生在阅读部分的条件增长百分位（Conditional Growth Percentile）高达99%，2年级和5年级学生分别达到98%和92%，远高于全球同类学校平均水平。在数学方面，5年级冬季成绩相比前一季提高了10分，增长百分位达61%，展现了学生极强的学习动能。

这些数据背后，是启明星在教研与教学管理中，对“有效学习”概念的深度实践：不是阶段性突击，而是系统性成长；不是片面拔高，而是精准支持。

背后的驱动力：

“因需而教”的个性化教学体系

启明星能够在MAP测评中屡创佳绩的原因，根源在于学校多年坚持的“个性化教学体系”。这一体系，不仅仅是简单的“分层教学”，而是围绕“以学生成长为中心”建立的整体教学结构：

1. 以数据为核心，精准识别学习需求

在日常教学中，老师们使用MAP测评数据作为关键依据，每6周重新分析一次学生的成长状态和学科能力，识别学生在阅读、数学、英文表达等领域中的关键瓶颈和突破点。这样的周期性调研，确保了支持策略能和学生发展节奏同步匹配。

2. 分组学习，依据技能而非水平

启明星实行动态小组教学，分组依据不是成绩高低，而是“学生在哪些技能上需要集中练习”。这种方式打破了传统的“分层”逻辑，更符合真实学习路径的多样性。每个小组围绕不同技能目标进行强化训练，学习既有挑战，也不超纲。

3. “双师课堂”+学习支持老师，协同助力每个孩子

每个班级配备主课教师和助教，共同实施个性化教学。同时，学校还设有“学习支持老师”——他们像工程师一样，专注识别系统中的“卡点”。无论是天赋型学生在学习中的“倦怠感”，还是在某一学科上出现进度落后的孩子，支持团队都会基于MAP数据，联动教研团队，制定出“一人一策”的专项支持计划。

比如，针对英文基础稍弱的学生，支持老师和教师协作，提前开设词汇Mini课，为即将开展的英文诗歌单元做好准备；而对于学有余力的学生，开设“英文增益项目”，让他们在拓展内容中保持学习张力。

4. 教学-管理-评估三线合一

不仅是教师和学生，学校管理团队也会参与教研回顾会议，对MAP数据中呈现的教学需求进行宏观层面的响应和资源配置。这种“教学–支持–评估–改进”四位一体的闭环系统，让数据真正服务于教育决策与教学实践，而非成为仅供观赏的“成绩单”。

从亮眼的MAP数据，到高度定制化的教学体系，启明星走出了一条以“成长为核心”的教育之路。它证明：当教学真正回到“学生个人成长”的原点，成果自然水到渠成。

Stacy博士在上海会议上的一句话令人印象深刻：“数据不是用来贴标签的，而是为了帮助我们更好地了解孩子。”也正是这种理念，正在启明星的每一间教室中悄然带来改变。

启明星在校教师也会将教学经验融入暑期营项目，和校内外学习者分享，欢迎关注：

On April 11, 2025, the 5th International Summit on Formative Educational Assessment was held in Shanghai.

As a recognized leader in MAP performance, Daystar Academy became the first school from China invited to present on the main stage.

Dr. Stacy Andell, Elementary Principal at our Sanlitun campus, shared insights into Daystar’s approach to instructional leadership, faculty evaluation, and data-informed decision-making.

She remarked, “The purpose of assessment is not to rank students, but to foster growth.”

It is under this guiding philosophy that Daystar students have demonstrated remarkable and sustained progress in the MAP Growth assessments.

Impressive MAP Results:

Daystar Surpasses Multiple Benchmarks

Based on MAP Growth data from both the Spring 2024 and Winter 2025 testing windows, Daystar students demonstrated strong overall performance and significant growth:

1. Sustained Spring Performance

Spring 2024 results showed that Grade 5 reading scores outperformed China region, NWEA partner school, and U.S. national benchmarks.

Math scores for Grades 4 and 5 also continued to climb across seasons, reflecting students’ solid foundational skills in cross-disciplinary reasoning and analysis.

2. Steady Achievement Across Grades

In the Winter 2025 window, Daystar students in Grades 3 to 5 achieved average scores in math that exceeded the U.S. national norms, China regional averages, and international NWEA partner school benchmarks.

In reading, students also performed well above average, with several grade levels approaching or surpassing U.S. norms.

3. Outstanding Growth Percentiles

According to Conditional Growth Percentile (CGP) data from the Winter 2025 results, Daystar Grade 4 students scored in the 99th percentile for reading growth, while Grades 2 and 5 achieved 98th and 92nd percentiles, respectively—far exceeding global norms.

In math, Grade 5 students improved by 10 RIT points over the previous season, with a CGP of 61%, signaling strong learning momentum.

Behind these data points is Daystar’s long-standing commitment to “effective learning”—not short-term gains, but systematic development; not superficial acceleration, but targeted support.

The Driving Force:

An Individualized Learning Framework that Responds to Students’ Needs

What empowers Daystar students to excel in MAP Growth is the school’s comprehensive Individualized Learning System. This approach goes far beyond basic differentiation—it is a student-centered structure grounded in data and responsive planning:

1. Data-Centered, Growth-Aligned Instruction

Teachers use MAP Growth data as a core reference point, reanalyzing student profiles every 6 weeks to identify areas of strength and growth in reading, math, and language usage.
This regular cycle of formative review ensures that interventions stay tightly aligned with each student’s learning trajectory.

2. Skill-Based Grouping, Not Ability Tracking

At Daystar, flexible small group instruction is based on specific skill targets—not overall performance level. This breaks away from traditional "tracking" models and reflects the diverse, non-linear nature of learning. Each group is designed around a clear skill objective, ensuring instruction is appropriately challenging without overwhelming students.

3. Co-Teaching Model and Learning Support Teachers

Every classroom includes a lead teacher and a paraeducator, enabling collaborative delivery of individualized instruction. In addition, Daystar has dedicated Learning Support Teachers who function like educational engineers—identifying friction points in the learning process. Whether supporting high-potential students experiencing disengagement, or learners who need additional time in specific domains, the support team develops individualized action plans grounded in MAP Growth insights.

For example, for students needing stronger foundational vocabulary, mini-lessons are created before the launch of a poetry unit.
Meanwhile, enrichment clusters such as the English Enrichment Program are offered to advanced learners, keeping them challenged with extended content.

4. Integration of Teaching, Support, and Evaluation

Beyond the classroom, school leaders actively participate in data review sessions and provide macro-level planning and resource allocation based on identified needs. This ensures that the entire cycle—Instruction, Student Support, Data Evaluation, and Iteration—forms a cohesive, responsive learning ecosystem. In this model, data isn’t a report card—it’s a decision-making tool that drives real-time change in teaching practice.

From strong MAP performance to a deeply customized learning system, Daystar Academy has built an educational model centered on student growth. It proves that when learning starts with the individual, meaningful outcomes will naturally follow.

As Dr. Andell powerfully stated during her Shanghai talk: “Data isn’t for labeling students—it’s for understanding them better.” And it is this belief that is quietly transforming every Daystar classroom.

Daystar Academy’s in-house teachers will also bring their rich teaching experience to our summer camp programs, sharing their expertise with burgeoning learners from both within and outside the school community. We welcome you to join!