Academic Growth

Introduction

A growth report is one of many indicators that can be used to evaluate student academic achievement. Growth reports help educators, parents, and the public answer questions about student progress over time, and whether that progress is reasonable or appropriate.

Because they can provide a longitudinal view of student progress, academic growth measures add important information to traditional measures that give a snapshot of student achievement at a single point in time. The Office of Educational Accountability has studied a number of different growth models and plans to include growth reports in the next generation of reports associated with Wisconsin’s Longitudinal Data System Project:

DPI completed a three-year research effort examining several types of growth models, and synthesized the project, key findings, and recommendations.
SYNTHESIS: Growth Model Synthesis
DPI commissioned an introductory paper to promote greater understanding about student achievement growth models, particularly as they might be applied in Wisconsin.
INTRODUCTORY PAPER: Introduction to Growth Models

Methods of measuring growth range from subtracting last year’s test score from this year’s test score, to complex value-added models that statistically account for differences in student academic and background characteristics. Such a range of measures provides options to answer a variety of questions. While some growth measures may be better suited to answer certain types of questions, no measure should be used alone. Instead, it is important to consider the question you would like to answer, and find the best combination of measures to answer that question.

For more information about using multiple measures of student academic growth to address questions about student, school, and district academic performance, please refer to this brief document: Measures of Student Academic Growth document.

DPI is working on innovative and informative ways to report student academic growth.

Current reports

DPI’s Longitudinal Data System (LDS) Project recently released the Multi-Dimensional Analytic Tool (MDAT) for district use. MDAT is a web-based tool that provides dynamic, secured reporting of one-year change in WKCE scores.
- MDAT allows users to analyze WKCE data in new ways via variables, filters, and drill-down features.
- Users are able to generate state and district comparisons to their results.
- The LDS makes growth reporting possible by linking test scores at the student level over time. We are creating tools and associated professional development to inform decision making to improve student achievement and close achievement gaps.
The MDAT report below shows one-year change in WKCE reading and math scale scores by grade for the state. The left side of the arrow is the 2007 average scale score and the right side of the arrow is the 2008 average scale score. The red vertical lines indicate proficiency cut scores.

A screenshot of an MDAT report.

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For more information about the Wisconsin Department of Public Instruction’s Longitudinal Data System Project, please visit the LDS homepage

Planned DPI Reports

Student growth percentiles describe a student’s progress compared to students with the same test score history. These reports start at the student level, but can be grouped in various ways: by classroom, grade, school, and more. They help answer questions such as:
- Is my child’s growth similar to other students’?
- Is my child growing at a rate to meet state standards next year?
Student growth percentiles answer questions about both the magnitude and the meaning of student academic growth.
The sample student report below shows several pieces of information: progress over time in mathematics; the student’s growth between test administrations; and a projection of the student’s performance level next year for different rates of growth.
- While this sample student earned scores in the proficient category, her/his growth varied greatly from year to year. Particularly low growth—in just the 9th percentile—between 8th and 9th grade assessments resulted in the student dropping to the partially proficient category. The student would have to demonstrate high growth on the next assessment to return to the proficient category.

A sample student growth report as planned for implementation in Wisconsin.

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Source: 2009 Growth and Achievement Report: Understanding Your Child’s Academic Progress, Colorado Department of Education. For more information about Colorado’s growth model, see http://www.schoolview.org/. Used with permission.

For more information about Student Growth Percentiles, please see the Student Growth Percentiles document.

Reports from the University of Wisconsin Value-Added Research Center

Value-added models attempt to statistically identify the portion of student achievement attributable to a specific school, district, teacher, or program. They may be used to answer questions such as:
- How much of the measured growth can we attribute to this program?
- How does the value added by schools in my district compare to other districts’?
The sample report below shows the value-added and attainment of a school (red diamond) compared to other schools in the same district. The school’s value-added score, or “school effect,” is slightly above the state average in mathematics and reading. The interpretation is that, all other things being equal, the school is slightly more effective at this grade level than the average Wisconsin school. The percent proficient in both content areas is also above the state average.

A sample value-added report.

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DPI has a data-sharing agreement with the Value-Added Research Center (VARC) at the Wisconsin Center for Education Research. VARC completed a cooperative demonstration project analyzing value-added data in small, medium and large districts. We will continue to provide VARC with data as they work with districts and CESAs that choose to explore the uses of value-added data.
Value-Added Demonstration