The results are calculated using a age adjusted national norms dataset (based on over 52,000 children). That age adjusted percentile is then divided into five (5) categories: Approaching, Meets-Low, Meets, Meets-High, and Exceeds Age Expectations.

The Approaching category represents those who we recommend providing intervention to strengthen EF skills.

The Meets-Low/Meets/Meet-High categories represents those who will benefit from EF activities and will show growth given consistent practice.

The Exceeds category represents those who are at or above the necessary EF level for their age group. However, practice activities will continue to sustain EF skills.

The National Percentile score can range from 0-100 and is adjusted for age using our national norms sample (52,000 children as of January 2021). This score shows a student’s rank compared to other students of that same age and gender. Here, a student with exactly average EF skills for their age would score at the 50th percentile. This means that the student scored better than 50% of same-aged peers in the norming sample, but also worse than 50%. However, if a student scored at the 99th percentile, this means they scored better than 99% of same-aged peers!

This standard score is the number used to calculate the student's percentile It represents how a student performed on the EF assessment compared to other students of their same age and gender, drawing on our U.S. Norms sample of over 52,000 youth ages 2-18.

The standard score is on a similar scale as an IQ score, where a student with “average” EF skills for their age would receive a 100. Most students will fall within the range of 85 to 115, but scores could range from as low as 60 to as high as 140.

The game score can range from 0-100, with a higher score meaning more developed EF. We would generally expect older children to have higher scores. This score takes into account a number of different factors, primarily accuracy and response time. Importantly, sorting cards quickly, but incorrectly, won’t gain you any points – that’s where Executive Function comes into play.

This score does NOT provide information about what the score means compared to other students of the same age. Whether or not a Total Score of 40 should be considered a high score depends on the student’s age. For example, a total score of 40 would be very high for a 2-year-old, but very low for a 15-year-old, without comparing it to peer results, this would be misleading.