Describing Summative Academic Growth for Students With Disabilities: A Summary From Five States

• In Event: Issues in Value-Added Models for Teacher Accountability

Abstract

How should test scores from students with disabilities taking the general assessment be included in growth-based indicators for school and teacher accountability? What can policymakers learn from student growth on current accountability assessments? In this study we analyze longitudinal data from 5 states to provide information on growth trends by disability subtype and other factors that may impact the inferences drawn about the academic progress of students with disabilities and the effectiveness of their teachers using growth-based indicators. Results can be used both by states to develop models and make intervention decisions and by federal policymakers to set goals and expectations as states move toward implementing assessments that cover the Common Core State Standards.

Authors

• Heather Marie Buzick, ETS

• Jonathan P. Weeks, Educational Testing Service