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Using Growth for Accountability

Using Growth for Accountability. John Cronin, Ph.D. Director The Kingsbury Center @ NWEA. Three Definitions of “Growth”. Gain – Depiction of differences over two time periods on non-aligned scales - KCCT. Growth – Depiction of progress over time along a cross-grade scale - MAP.

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Using Growth for Accountability

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  1. Using Growth for Accountability John Cronin, Ph.D. Director The Kingsbury Center @ NWEA

  2. Three Definitions of “Growth” Gain – Depiction of differences over two time periods on non-aligned scales - KCCT Growth – Depiction of progress over time along a cross-grade scale - MAP Value-Added – A determination of whether growth or gain is greater for a particular student or group of students than would be expected.

  3. What question is being answered? - Parent Is the progress made by this student sufficient to reach his/her aspiration(s) in a reasonable length of time?

  4. What question is being answered? – Performance Management Is the progress produced by this teacher dramatically greater or less than peers that work with comparable students?

  5. What question is being answered? School Accountability Are students making more progress in this school than they would in comparable schools?

  6. Moving from Proficiency to Growth All students count when accountability is measured through growth.

  7. One district’s change in 5th grade math performance relative to Kentucky cut scores college readiness proficiency

  8. Moving from Proficiency to Growth Many state assessments do not measure growth equally well for all students.

  9. Tests are not equally accurate for all students California STAR NWEA MAP

  10. Moving from Proficiency to Growth The definition of an achievement gap should change when growth is the measure.

  11. Mayberry’s Achievement Gap across states

  12. College and career readiness and growth Grade level is not always a useful concept when growth and college readiness are the goals.

  13. Mayberry’s math achievement – by RIT range

  14. Math growth District relative to Virtual Comparison Group

  15. College and career readiness and growth Content and habits related to college readiness are not as instructionally sensitive as concepts related to proficiency.

  16. College and career readiness assessments will not necessarily be instructionally sensitive When ability in science is defined in terms of scientific reasoning…achievement will be less closely tied to age and exposure, and more closely related to general intelligence. In other words, science reasoning tasks are relatively insensitive to instruction. …when science is defined in terms of knowledge of facts that are taught in school…(then) those students who have been taught the facts will know them, and those who have not will…not. A test that assesses these skills is likely to be highly sensitive to instruction. A third case might arise in the discussion of ethical and moral dimensions of science, where maturity, rather than intelligence or curriculum exposure might be the most important factor. Here it may well be that the assessment is not particularly sensitive to instruction Black, P. and Wiliam, D.(2007) 'Large-scale assessment systems: Design principles drawn from international comparisons', Measurement: Interdisciplinary Research & Perspective, 5: 1, 1 — 53

  17. One difference between growth and value-added

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