Giving Compass' Take:

• Measuring both proficiency and growth allows districts to understand what schools are making an impact for students and what schools are getting schools up to standard, and judge them on both counts. 

• How can more districts implement this duel assessment to better understand their successes and failures? Are their other measures that schools can use to get a better picture of students progress and success? 

• Find out why current methods of measuring student success are insufficient

To measure achievement in the CORE Districts, we chose to take into account both the number of students meeting standards and how much academic growth students are making each year. We call this the “Power of Two.”

In the CORE Districts’ data system, educators have access to test score measurements that are clear and easy-to-understand, and are uniquely helpful by highlighting how schools are improving student learning. School reports – highlighting academic growth as well as academic performance and other school progress measures – are available online.

In order to evaluate academic growth fairly, we worked with our statistical research partners to ensure our data system accounted for differences among individual students. At its core, a growth model is intended to gauge whether individual students grew more or less than what could be expected from students like them – what we call “like peers.”

Not only are these adjustments made at the student level, but our growth model also adjusts for concentration of these characteristics within the school.

As a result of these decisions, schools with high concentrations of youth in poverty have an equal chance of being viewed as “high-impact” schools – those having a major impact on students’ learning outcomes – as those with mostly well-to-do students.

Read the full article on proficiency and growth by Rick Miller at EdSource.