Uses and Limitations of Growth Data

CCSSO · June 2009

Uses and Limitations of Growth Data — CCSSO, June 2009.
Published

June 19, 2009

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Conference
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18
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  1. Uses and Limitations of Growth Data Jonathan Dings Boulder Valley School District June 22, 2009 jonathan.dings@bvsd.org
  2. Overview • Setting Meaningful Goals for Continuous Improvement • Metrics that Incentivize Productive Responses • Contextualizing Growth Data to Provoke Thoughtful Use • Avoiding Over-Interpretation
  3. Continuous Improvement Model Plan of Action Assess Current Reality Vision Set SMART Goals Why Are We Getting These Results? • Achievement • Equity • Climate Theory of Action If ….Then….and X will result BayCES, 2002
  4. Assessing Our Results ■ What are the trends over time? ■ What are the trends for groups? ■ How did overall achievement change, compared to the same students’ achievement last year? ■ How does the change compare to a standards- based or norms-based idea of a year’s growth? ■ How does the change differ by groups? ■ How do achievement data compare with school climate, parent, staff and NCG survey results?
  5. Colorado Student Assessment Program •Grades 3-10 Read/Write/Math; Sci at 5,8,10 •Based on Content Standards •Standardized Administration to Nearly All Students, with Accommodations Available •Selected- and Open-Response Questions •CSAP Development Process and Statistical Evidence Support Making Inferences from Results •Growth Data More Relevant for Many Purposes than Achievement
  6. A Relatively New Metric: Colorado’s Growth Model ■ Easier to use and understand than the previous methods ■ Supported by a useful video ■ CDE graphs available online by district and school ■ Current year results arrived at a later than ideal time for full use
  7. Colorado Median Growth Percentile ■ Amount of gain is statistically compared across students starting from the same point (“academic peers”) ■ Growth percentile assigned: percent of “academic peers” making that amount of gain or less ■ Percentiles range from 1 to 99, can be compared with state median of 50 ■ Accountability Measure: the middle growth %-ile
  8. Several View of BVSD Writing Data Colorado’s Growth Model ■ District ■ Grade ■ Race/Ethnicity
  12. District Median Growth %-ile Overall Eng Home La ELL Meal Assist Special Ed
  13. Productive Response to Median Growth Percentile ■ Users are far less dismissive of gaps in growth than in achievement ■ Because a student’s growth is not readily predicted, raising median growth requires group improvement ■ Reflection on what went well for students with high growth
  14. School and Teacher Use ■ Fair comparison across content areas ■ Encouraged for use in school goal setting, especially around equity ■ Published at student level in Student Information System (Infinite Campus), contextualized with grades, demographics, simple gain
  15. School Results, vs. District
  16. Student Roster in IC
  17. Teacher level results
  18. Avoiding Over-Interpretation ■ Contextualize with Error Estimates ■ Examine Multiple Content Areas and Years of Results for Each Student ■ Consider Likely Response of Parents, Having Seen Percentiles only for Achievement, not Growth