Developing an Added-Value Growth Model to Support Educational Equity and Growth to Proficiency

• In Event: Evaluating Accountability Systems and Local Accountability Initiatives

Abstract

ESSA encourages states and districts to use measures of students’ academic growth in addition to measures of academic achievement. Most states are using norm-referenced measures of academic growth, such as SGP or VAMs. Among states that do not use norm-referenced methods, most report whether students maintained or improved achievement levels determined by scale scores on criterion referenced, grade-level achievement tests. This paper reports on one state’s development a criterion-referenced growth model that creates individual growth targets for achievement that are easily understood and communicated to stakeholders and, if met, would move students toward meeting the grade level standard before high school. Findings demonstrate that scores based on this model are not negatively correlated with poverty.

Authors

• Matthew Ryan Lavery, South Carolina Education Oversight Committee

• Kevin M. Andrews, South Carolina Education Oversight Committee