Georgia WIDA ACCESS

Georgia Department of Education · February 22, 2022

Georgia WIDA ACCESS — Georgia Department of Education, February 22, 2022.
Published

February 22, 2022

Event
State agency
Slides
42
Format
Converted from PowerPoint

This deck is an image-based copy of the original slides. Builds and animations are flattened; the slide text is reproduced below for search and screen readers.

Slide text
  1. Georgia WIDA ACCESS SGP Calculation 2021 Growth & Pandemic Academic Impact Damian Betebenner & Adam Van Iwaarden Center for Assessment Results discussion with Georgia Department of Education February 22nd, 2022
  2. Topics for Discussion Today • What is student growth? • History of student growth in Georgia. • Analyses associated with the 2020-2021 academic year. • Analyses associated with the 2021-2022 academic year and beyond. GaDOE WIDA Meeting – Feb, 22, 2022
  3. Why Student Growth? If you care about student achievement, then you care about student growth. • Where you are is a function of where you started and how quickly you’ve travelled since. • Student growth and student attainment/ achievement are related in this way. • Distance=Rate x Time • Those who start behind tend to stay behind and those that start ahead tend to stay ahead.
  4. Student Growth: Introductory Concepts • The concept of student growth isn’t as difficult to understand and popular perception suggests. • Calculations may be complicated but knowing how to calculate student growth is not synonymous with understanding student growth: • The number π (pi=3.14159…) is difficult to calculate but is simple to understand conceptually. • Height and weight percentiles associated with children are difficult to calculate but are simple to understand conceptually. • Computational details are important but often obscure a simple conceptual basis.
  5. Student Growth Introductory Concepts A Math Story Problem • Whose high jump changed more? Explain your answer. • Whose high jump change is more remarkable? Explain your answer. • Which high jumper improved more? Explain your answer.
  6. Student Growth: Introductory Concepts • There are 3 general approaches of calculating/ using student growth: • Growth as an amount of change (i.e., gain). • Growth as a norm/peer referenced quantity. • Growth as a criterion referenced quantity.
  7. Student Growth: Introductory Concepts • Growth as an amount of change: • What could be more simple? • Like height or weight just calculate the amount of change. • Requires a vertical scale (which WIDA-ACCESS has) • Growth = Score Time 2 - Score Time 1 • Not as simple as it seems: • Comparisons between students at different points of the scale often leads to wrong conclusions • Interpreting change requires context. 7
  8. Student Growth: Introductory Concepts Back to the story problem!
  9. Student Growth: Introductory Concepts • Which high jumper improved more: – Judy improved 2 inches. – Anna improved 6 inches. – An inch is an inch!!! – But is an inch really an inch??? – 2 inches for an elite jumper is far more remarkable than 6 inches for a novice.
  10. Student Growth: Introductory Concepts • The same holds true for the vertically scaled tests like WIDA-ACCESS. Average Scale Score Change 2019 to 2020 Top 10% Reading Grade 4 2020 +25.2 Bottom 10% Reading Grade 4 2020 +60.3 • Just as an inch isn’t necessarily an inch; a scale score point isn’t necessarily a scale score point.
  11. Student Growth: Introductory Concepts • This is analogous to height/weight measures for infants. • Growth amounts are tricky to interpret and require context. • Peer based comparisons used by growth analyses are a way to acquire that context. An infant male toddler is measured at 2 and 3 years of age and is shown to have grown 4 inches. The magnitude of increase—4 inches—is a well understood quantity that any parent can grasp and calculate at home using a simple yardstick. However, parents leaving their pediatrician’s office knowing only how much their child has grown would likely be wanting for more information: Parents are not interested in an absolute magnitude of growth, but instead in a norm- referenced quantity locating that 4 inch increase alongside 11 the height increases of similar children.
  12. History of student growth in Georgia • Started under Melissa Fincher in 2011. • Originally associated with teacher evaluation. • Included the calculation of student growth percentiles and student growth projections. • Included analyses that corrected for measurement error. • Still going today with the Georgia Milestones
  13. Georgia WIDA ACCESS Testing in 2020 and 2021 • As you are all aware, the pandemic has created a complicated assessment landscape for the past two years. • Georgia, like most states we work with in the WIDA consortium, was able to test EL students in early 2020 before state assessments were canceled in the spring. • States that tested did not see 2021 test participation at levels normally observed (i.e., 95%). • ~15,000 fewer assessment scores in 2021 than 2021 for GA WIDA GaDOE WIDA Meeting – Feb, 22, 2022
  14. SGP Operational Considerations in 2021 • GA WIDA ACCESS growth analyses are consecutive-year growth from 2020 to 2021 (using 2019 as an additional prior when available). • Growth and subsequent impact analyses use the ACCESS “composite” scale scores. • In 2021, four types of SGP analyses were conducted using GA WIDA ACCESS data: • Cohort referenced analyses: These analyses create growth norms from the 2020 to 2021 students. These growth norms yield cohort means/median SGPs of 50 and obscure COVID-19 academic impact. • Baseline referenced analyses: Historical growth norms were created using 2020 and prior data from all available WIDA ACCESS consortium members (states that the Center works with directly). These growth growth analyses don’t have mean/median SGPs of 50 and can be used to investigate overall COVID-19 academic impact. • Projections (lagged and straight) were calculated for 2021 data using baseline growth norms in case they were needed. GaDOE WIDA Meeting – Feb, 22, 2022
  15. SGP Operational Considerations in 2021 • Growth associated with ELP (i.e., WIDA-ACCESS) testing is often growth-to-standard. • That is, growth is evaluated against a threshold that would put the student on track to reach a desirable achievement outcome (e.g., English Language Proficiency) • For WIDA-ACCESS, the desirable achievement outcome is often the cutscore used to determine ELP proficiency (e.g., 5.0 on WIDA. Some states use 4.5, 4.3, or 4.2). • In addition to the desired achievement outcome, there also needs to be a time frame to reach that outcome: • 5 years is a common time frame. • Some states fix that time frame other let the time frame roll-over each year and calculate a new target for the student based upon the time frame. GaDOE WIDA Meeting – Feb, 22, 2022
  16. SGP Summary of Cohort versus Baseline Referenced • Cohort referenced SGPs • Growth norms created from the current cohort of students. • Typical way that SGPs are calculated. • Mean/median will by 50 for all grade x content area analyses. • Cannot investigate overall impact of the pandemic on students. • Can investigate differential impact of the pandemic on students. • Does not require scale stability across years. • Baseline referenced SGPs. • Growth norms created from historical (i.e., pre-COVID) cohorts of students. • Mean/median 50 for historical (consortium) cohort, not necessarily 50 for current cohort. • Extent of deviation from (i.e. below) 50 is indicative of less learning/pandemic related academic impact. • Mean SGP deviation of 5 corresponds to an effect size of 0.18. • Can investigate BOTH overall impact and differential impact. • Requires scale stability across years. GaDOE WIDA Meeting – Feb, 22, 2022
  17. SGP Calculations • SGP calculations were performed using the SGP package and R software environment based upon data supplied by GaDOE in January 2022. • Analyses were conducted for 2020 (using 2019 as a single prior) as well to provide pre-COVID comparison measures. • All analyses completed successfully, and no analytic issues were encountered that invalidated the results. GaDOE WIDA Meeting – Feb, 22, 2022
  18. Data for spring 2020 & 2021 by grade Elementary Middle/High School Grade Grade Overall 129,706 114,585 GaDOE WIDA Meeting – Feb, 22, 2022
  19. SGP Results • The following slides show GA WIDA ACCESS SGP results for 2021. • We report only baseline referenced SGPs in these slides • Cohort referenced results fail to show overall impact. • Differential impact shown in baseline SGPs will mirror that found in cohort referenced SGPs. • Due to the highly skewed nature of the SGP results, we recommend median SGP over mean SGP in this instance. • We also provide 2020 results to understand pandemic related academic impact. GaDOE WIDA Meeting – Feb, 22, 2022
  20. GA WIDA Growth: 2020 to 2021 Median SGP by Grade Elementary Middle/High School Median Baseline Median Baseline Difference Median Baseline Median Baseline Difference Grade SGP 2020 SGP 2021 Grade SGP 2020 SGP 2021 K NA NA NA 6 52 (8,155) 40 (7,765) -12 GaDOE WIDA Meeting – Feb, 22, 2022
  21. Growth to Standard illustrated using baseline growth norms Student starting in Kindergarten at Level 1 – 2 cut.
  22. Growth to Standard illustrated using baseline growth norms Student starting in Grade 7 at Level 1 – 2 cut.
  23. SGP Analyses and Academic Impact • 2020 to 2021 Status and Growth comparisons get at the same thing: deceleration in student learning due to the COVID-19 pandemic “headwind”. • Headwinds lead to deceleration. That manifests itself in two ways with our data: • Deceleration (i.e., decrease in velocity) implies lower rates of growth. • Decrease in (learning) velocity leads to lower achievement. GaDOE WIDA Meeting – Feb, 22, 2022
  24. Overview of Growth Impact Results by Grade WIDA−ACCESS Composite WIDA GA 2020 to 2021 COVID−19 Academic Impact Grade & Content Area Growth/Status Change Legend Modest Calculations suppressed Severe Large Moderate to Improvement due to small group N (< 50) WIDA−ACCESS Composite WIDA GA 2020 to 2021 COVID−19 Academic Impact None Grade, Content Area & Achievement Quintile Composite Growth/Status Change Legend −40 −25 −15 −5 Grade 0 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Modest Calculations suppressed Severe Large Moderate to Improvement All Students None Large due to small group Large N (< 50) Large Large Large Large Moderate Moderate Moderate Moderate Moderate Modest to None Modest to None Composite Grade 0 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile Quintile All Students
  25. Discussion • Median baseline SGPs in WIDA ACCESS were in the low 30s in elementary grades and increase steadily from 40 in grade 6 to 53 in grade 12. • Deviation from normal growth (i.e., ~50 in 2020 using WIDA consortium norms) represents the extent to which academic growth slowed down from 2020 to 2021, that is, academic impact. • Decreasing academic impact in middle and high school grades. • Given what we know about student growth, academic impact will likely require multiple years and additional educational supports/interventions to recover. • To have average progress (i.e., SGP = 50) over a time span, deviations below 50 must be compensated with commensurate deviations above 50. • For example, a median SGP of 35 would need to be followed by a median SGP of 65 to "average out" at 50. GaDOE WIDA Meeting – Feb, 22, 2022
  26. Growth and Status by Prior Achievement Results • In examining results associated with SGP fit, we discovered that growth and associated impact varied considerably based upon the prior achievement of the student. • The following slides illustrate academic impact by prior achievement. GaDOE WIDA Meeting – Feb, 22, 2022
  27. WIDA−ACCESS Composite Grade 0 WIDA GA 2020 to 2021 COVID−19 Academic Impact All Students Status: Grade 0 2020 to Grade 0 2021 Summary 2020 Grade 0 Scaled Score Academic Impact: Overall and by Quintile Grade 0 Scaled/Standardized Score and Achievement Level Cuts 2020 Percentiles (Obser ved) Overall 450 2021 Percentiles (Obser ved) 3.5 2020 to 2021 Academic Impact Large 425 2020 and 2021 Mean Scaled Scores Moderate Severe Severe Large Moderate 1.5 Participation 1 Total Status Growth 250 0.5 2020 15,454 15,422 ( 99.8%) NA 2021 12,764 12,727 ( 99.7%) NA No Growth Data: 175 2020: 2.8% Proficient 2021: 1.4% Proficient Growth/Status Change Legend WIDA−ACCESS Composite 0 10 20 30 40 50 Grade 0 Overall Percentile Rank Modest Severe Large Moderate to Improvement Grade 0 2020 Grade 0 Students 2021 Grade 0 Students 2020 & 2021 Grade 0 Mean Scaled (Standardized) Scores by Quintile Overall 200 (−0.36) Calculations suppressed None Change (Obser ved) −14 (−0.23) −29 (−0.47) −29 (−0.47) −24 (−0.39) −14 (−0.22) −22 (0.36) Count Observed 2020 3,054 3,094 3,063 3,152 3,059 15,422 due to small group N (< 50) Count Observed 2021 2,542 2,545 2,541 2,573 2,526 12,727 2021 to 2020 Scaled/Standardized Score Difference 0.30 2021 to 2020 Grade 0 Status Change (Obser ved) Grade 0 Percentile Rank and Scaled Scores (2020 Nor m) GaDOE WIDA Meeting – Feb, 22, 2022
  28. GaDOE WIDA Meeting – Feb, 22, 2022
  29. GaDOE WIDA Meeting – Feb, 22, 2022
  30. GaDOE WIDA Meeting – Feb, 22, 2022
  31. GaDOE WIDA Meeting – Feb, 22, 2022
  32. GaDOE WIDA Meeting – Feb, 22, 2022
  33. GaDOE WIDA Meeting – Feb, 22, 2022
  34. GaDOE WIDA Meeting – Feb, 22, 2022
  35. GaDOE WIDA Meeting – Feb, 22, 2022
  36. GaDOE WIDA Meeting – Feb, 22, 2022
  37. GaDOE WIDA Meeting – Feb, 22, 2022
  38. GaDOE WIDA Meeting – Feb, 22, 2022
  39. GaDOE WIDA Meeting – Feb, 22, 2022
  40. Participation Rates and Interpretation • An issue impacting the interpretation of growth (and status) results in 2021 is participation in the WIDA ACCESS assessment. • Low participation doesn’t impact calculation of cohort referenced growth norms nor use of baseline referenced growth norms. • Low participation does impact comparisons of group level results with historical (e.g., 2020) results based upon higher participation rates. • For example, how should one compare growth and status results for a district in 2020 and 2021 with very different rates of participation. GaDOE WIDA Meeting – Feb, 22, 2022
  41. SGP Analysis Plans post 2021 (2022 and beyond) • Spring 2021 represented an ideal time to get a snapshot of student attainment as we are presumably/hopefully at or near the point of maximal impact on student attainment. • That is, recovery has not really begun for most students in earnest. • It’s impossible to talk about recovery sensibly without understanding how big the impact is. • Analytics in 2022 will be keenly interested on whether or not recovery is occurring: Who, what, how much. • Monitoring recovery will be at least as critical as monitoring the impact of the pandemic on student achievement. • Beware the K-shaped recovery! GaDOE WIDA Meeting – Feb, 22, 2022
  42. Summary of Findings • SGP analyses were successfully conducted for Georgia WIDA ACCESS testing in February 2022 • Results of the analyses suggest varying academic impacts on students due to the pandemic. • Relatively large impact in the elementary grades • Moderate to no impact in the middle and high school grades • Unequal impact for prior achievement quintiles (e.g., high versus low achievers). • Recovery from large impacts in lower grades will likely take multiple years and require additional supports beyond that provided by normal schooling. GaDOE WIDA Meeting – Feb, 22, 2022