A Growth Model for Indiana Indiana’s Education Roundtable

1. A Growth Model for IndianaIndiana’s Education Roundtable September 2, 2009

2. Overview • The State Board, school corporations and other stakeholders have expressed strong interest in growth models. • DOE, with the assistance of the M.A. Rooney Foundation, has investigated all major available growth models and selected what we believe to be the best match to implement in Indiana.

3. Key Drivers • Current assessment system (P+, P, DNP) looks only at a student’s status. • Percent passing is the metric of success • Measures achievement level (backward looking) • Does not measure educational effectiveness • Blind to the possibility of low achieving students attending effective schools • Growth allows us to focus on the outputs of education • Growth will expect progress from all students, • Current system focuses attention on “bubble” kids - those close to the pass mark

4. Policy Issues Raised by Growth • What are the growth rates of students, schools, districts? • What should they be? • What should the growth rate be for a student to reach the desired achievement within a time period? • What growth, if any, should be expected for those beyond required achievement levels? • What is the minimum level of complexity, maximum level of transparency, possible? • How do we fairly and reliably report growth at all levels? • How do we make results accessible and valuable to all stakeholders - students, parents, teachers, etc.?

5. How growth models can help education The three schools implemented three different reading programs. Which was most effective in improving student learning? If you were superintendent and you could add one additional really effective teacher, to which school would you assign the teacher? Which school should have AYP consequences? A 1 pt Proficient B 3 pts C 7 pts Time

6. Indiana Growth Model Development • Conducted extensive literature search of existing growth models • NCLB approved • Models without NCLB caps • Constructed working models • Consulted variety of experts • The National Center for the Improvement of Educational Assessment • University of Colorado • University of Iowa • CTB • ESP Solutions Group • Committee participation • Accountability Systems and Reporting (CCSSO)

7. Lessons Learned • Make a clear distinction between the statistical growth model and any accountability model based on growth • Select a statistically sound growth model that “fits” your assessment system • Consider the “transparency” of the model • What are your purposes? • Student growth? • School growth? • Instructional guidance? • Accountability? • Will it “work” in the real world?

8. Indiana’s Growth Model • Student Growth Percentiles (SGP) • Developed by Colorado and National Center for the Improvement of Educational Assessment • Compares individual students to students who started at the same level of achievement to determine relative growth • Assesses growth for every student • Student data aggregates to the group, school and corporation levels

9. Example Data from Colorado

13. Indiana Examples

14. Next Steps • Starting early this fall, rollout initial SGP growth data to schools and corporations • Support professional development around use and interpretation of the data • Rollout additional levels of data, including disaggregated views • Engage policymakers to define appropriate uses of growth in Indiana