Colorado Growth Model: Charting the Course to PostSecondary Readiness

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Colorado Growth Model Charting the Course to
Post-Secondary Readiness September 2008
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Background

• HB 07-1048 Longitudinal Analysis of Student
  Assessments
• Enacted in February 2007
• Continued work that had started in 2004 (HB
  04-1433)
• Technical Advisory Panel forms/identifies
  growth model
• TAP identifies way to grant school improvement
  award
• State Board adopts longitudinal growth rules
  Mar. 2008

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Questions Answered by Colorados Growth Model

How much growth did a child make in one year?
How much growth is enough to reach proficient
(or advanced)? How much growth have similar
students made, i.e., those with the same score
history?
What is? What should be? What could be?
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Colorado Growth Model (State Board approved)

• Growth Model is built on the notion of growth
  percentiles
• Growth compared both to standards similar
  students
• Growth is expressed as a percentile
• Tells where a student is vs. those at same
  start place
• Typical growth is equal to the 50th percentile
• The concept is similar to pediatric growth
  charts

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Positive Stakeholder Feedback

• Statewide presentations conducted
• Superintendents in every region
• CASB Board
• CEA Board
• PTA leadership
• Garners support across-the-board
• Viewed as right direction, useful for
  students/schools

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Understanding School Performance
High
High Status High Growth
High Status Low Growth
Achievement (Status)
Low Status Low Growth
Low Status High Growth
Low
Longitudinal (Growth)
High
Low
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Details of Adopted Rules

• Statute calls for reporting of longitudinal
  growth results
• of students making a yrs growth in a yrs
  time
• of students making adequate academic growth
• High growth schools get Govs Improvement Award

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Typical Growth and Adequate Growth

• 50th percentile defined as typical student growth
  considered a years growth in a years time
• Student Growth Percentiles at or between the 35th
  and 65th percentile considered as typical growth
• Individual student growth below 35th percentile
  considered low and above 65th percentile
  considered high
• Adequate academic growth defined as growth needed
  for student to reach proficient or advanced in a
  subject area within one, two, or three years