Using Student Growth to Assess Covid-Related Academic Impact

CCSSO SCASS · June 14, 2021

Using Student Growth to Assess Covid-Related Academic Impact — CCSSO SCASS, June 14, 2021.
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June 14, 2021

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  1. USING STUDENT GROWTH TO ASSESS COVID- RELATED ACADEMIC IMPACT AN OVERVIEW Damian Betebenner, Center for Assessment ASR/SCASS June 14th, 2021 This work is licensed under a Creative Commons Attribution 4.0 International License.
  2. COVID-19 Pandemic • Now, more than a year into the pandemic, there is strong evidence that the pandemic is having negative academic impacts on children nationwide. • Negative impacts extend beyond academic impact and include financial, social-emotional and physical impacts. • Several states have expressed interest in using their 2021 state summative data (ELA, Mathematics, ELP) to assess the academic impact of the pandemic on students in their state. • In this brief presentation I’ll provide an overview of how states can perform this with student academic growth results. Student Growth & COVID-19 Academic Impact
  3. Why try to assess academic impact? • ESSER State Plan guidance released in April 2021 required states to Describe how the SEA will support its LEAs in identifying the extent of the impact of the COVID-19 pandemic on student learning and student well-being, including identifying the groups of students most impacted by the pandemic. • Beyond federal requirements, several states have enacted legislation requiring an assessment of the academic impact of the pandemic on student. • But beyond state and federal requirements, assuming there has been heterogeneous, academic impact on students, trying to ameliorate that impact will require us to understand who was impact, in what they were impact, and how much they were impacted. • It’s the academic version of contract tracing. Student Growth & COVID-19 Academic Impact
  4. COVID-19 Pandemic: Conceptualizing Academic Impact • Think of the pandemic as a head-wind that slowed the progress of students. • As such, there are two ways to use data to detect the impact of the pandemic. • Status change: Compare similar grade/content area groups from 2019 to 2021. Need to take special care the groups are comparable. • Growth change: Compare growth rates for students from 2019 to 2021 using historical norms. • Both status and growth comparisons get at the same thing --- the impact of the pandemic on student attainment. Student Growth & COVID-19 Academic Impact
  5. Pandemic related Academic Impact: • The difference between an observed and a hypothetical (counter-factual) outcome. • Observed-Counter-factual status: • Use 2019 status (possibly adjusted via some imputation or matching strategy) to compare with 2021 status (in same grade, content area, district, school) • Observed-Counter-factual for growth: • Use 2017-2019 growth (non- pandemic) to norm 2019-2021 growth. Student Growth & COVID-19 Academic Impact
  6. COVID-19 Pandemic: Understanding Impact Student Growth & COVID-19 Academic Impact
  7. COVID-19 Pandemic: Academic Impact via Student Growth • Requirements for COVID-19 impact analysis using student growth with state summative test (with no test data in 2020) • Using historical data (2017 to 2019 state summative, 2019 to 2020 ELP) establish historical growth norms (SGPs, OLS, value-tables) • Calculate growth from 2017 to 2019 (or 2019 to 2020) using those norms. • When 2021 data arrives, calculate 2019 to 2021 (or 2020 to 2021) growth using the baseline norms. • Calculate 2019 (or 2020) and 2021 mean growth for relevant groups (e.g., content area by grade, district, school, demographic subgroup, …) • Compare 2019 (or 2020) to 2021 results. • For example, with SGPs and content area by grade, 2019 mean/median SGPs are 50. Substantial 2021 mean SGP deviation below 50 is indicative of academic impact. Student Growth & COVID-19 Academic Impact
  8. What substantial academic impact looks like? Student Growth & COVID-19 Academic Impact
  9. Threats to validity of 2019 to 2021 group comparison • Whether performing 2019 to 2021 status comparisons or growth comparison, care must be taken to ensure groups are comparable. • In several states student participation rates in test is below the usual, minimum 95% participation rate. • In several states there have been changes in enrollment at the state, district, and school levels. • Some states are allowing remote testing which may compromise the validity of the individual student scores. • In some states shortened forms are being administered. • And probably many others. • It goes without saying that analysis of data to provide sound, policy relevant conclusions this year will be a challenge. • Overall, I am optimistic given what I’ve seen thus far that we will rise to the challenge. Student Growth & COVID-19 Academic Impact
  10. COVID-19 Pandemic: Academic Recovery • With some understanding of the academic impact of the pandemic the next step is plan for and monitor recovery. • The magnitude of the impact (how much?) will indicate the magnitude of the recovery. • Early evidence from interim assessments suggest that in elementary school mathematics, students in some states have lost more than 12 weeks of learning. • Learning loss in ELA is more modest for these interim assessments. • Learning recovery will take on many forms (V-, U-, L-shaped recoveries) Student Growth & COVID-19 Academic Impact
  11. COVID-19 Pandemic: Monitoring Recovery Student Growth & COVID-19 Academic Impact
  12. 2021 Data Reporting and Use • Recent federal guidance indicates that states are responsible to report results from 2021 testing (however not used for accountability) • State reporting is, in general, highly aligned with accountability. • Even though analyses outlined herein deal with status/growth, they don’t necessarily align with accountability narratives. • It is critical for leadership (at the highest level) to agree to/map out a communication plan and then build analytics and reporting to support that plan. • Without a well considered, disciplined and coordinated communication plan, accountability narratives are likely to take over. Student Growth & COVID-19 Academic Impact
  13. Resources • Academic Impact White Paper: https://www.nciea.org/ sites/default/files/inline-files/ CFA_LearningLossRecoveryGrowthStatewideTesting.pdf • SGP Analysis Source Code: https://github.com/ CenterForAssessment/SGP_Research/tree/master/ Demonstration/Learning_Loss_Analysis Student Growth & COVID-19 Academic Impact
  14. Questions Student Growth & COVID-19 Academic Impact