Free tool
Evaluation reports are pages of numbers with no translation. Enter a score and this explains what it measures, where it sits, and — the part almost no report tells you — how much of the number is real and how much is measurement noise.
Two scores? This also tells you whether the gap between them is real — the exact reasoning a district uses when it says “there’s no significant discrepancy,” now something you can check yourself.
Private by design: nothing you type leaves your browser.
Optional — and it applies to both boxes below, because a comparison only makes sense inside one test battery. Naming the test sets the right scale. Several publishers print the words “standard score” for scales that are not the familiar average-100 kind, and that is the most common way a report gets misread. It also sets which direction the scale runs — on some tests a higher number means more skill, on others it means more concern. What it does not do is give this tool your test’s own measurement error: this works from a reference that documents score scales, not from fifty publishers’ technical manuals. If you don’t name the test and the score is a T-score, this tool asks you which way the scale runs instead of assuming — a T-score on its own does not say.
Copy the number straight off the report. If you're not sure which kind of score it is, the report usually says — and most scores near 100 are standard scores, most between 1 and 19 are scaled scores.
This is the question reports rarely answer. Enter two scores from the same test battery and this shows whether the difference is bigger than measurement error — and, more importantly, how common a gap that size is in children generally.
This is educational information — not a diagnosis, not legal advice, and not an eligibility decision. Scores are one input. Under federal law, the team must use information from a variety of sources, including your input and teacher recommendations, not just tests. It must also rule out other explanations, such as a lack of appropriate teaching in reading or math, or limited English. For a learning disability, the team must also use a classroom observation and your child's instructional history. It is a decision made by a team that includes you, the parent, using your state's criteria — no number decides it. This tool uses published measurement-error figures where test publishers have released them, and documented typical ranges where they haven't; it says which on every result. It also cannot compare scores from two different tests — different tests have different norm groups, and a gap between them isn't a gap in any measurable sense.
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