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How Should States Choose a Growth Model? Aligning Your Growth Model with Policy and Technical Values

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Title: How Should States Choose a Growth Model? Aligning Your Growth Model with Policy and Technical Values
Language: English
Authors: Scott Marion, Chris Domaleski, Will Lorié, National Center for the Improvement of Educational Assessment, Inc. (NCIEA)
Source: National Center for the Improvement of Educational Assessment. 2025.
Availability: National Center for the Improvement of Educational Assessment. P.O. Box 351, Dover, NH 03821. Tel: 603-516-7900; Fax: 603-516-7910; e-mail: recep@nciea.org; Web site: http://www.nciea.org
Peer Reviewed: N
Page Count: 9
Publication Date: 2025
Document Type: Reports - Descriptive
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Federal Legislation, Accountability, Educational Indicators, Federal State Relationship, Elementary Schools, Middle Schools, Academic Achievement, Measurement, Growth Models, State School District Relationship, State Policy, Needs Assessment
Abstract: Federal law requires that state accountability systems include "another academic indicator" for elementary and middle schools in addition to academic achievement. Nearly all states use a measure of student longitudinal growth as their other academic indicator. But how should states decide which growth model to use? The Center for Assessment has helped several states choose or revise their growth models, and we find that these decisions involve much more than technical factors. From a strictly technical perspective, there isn't a "right" or "wrong" approach. To choose the right approach for their states, education leaders should consider their policy priorities, the intended uses of the growth results, any anticipated implementation challenges and, yes, technical factors. These things can be difficult to reconcile. This short paper suggests that states and districts use a principled approach to establish their most important values and walks leaders through key questions to ask. This process will help them evaluate potential growth models against an agreed-upon set of criteria.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671646
Database: ERIC
FullText Text:
  Availability: 0
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  Data: How Should States Choose a Growth Model? Aligning Your Growth Model with Policy and Technical Values
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  Data: <searchLink fieldCode="AR" term="%22Scott+Marion%22">Scott Marion</searchLink><br /><searchLink fieldCode="AR" term="%22Chris+Domaleski%22">Chris Domaleski</searchLink><br /><searchLink fieldCode="AR" term="%22Will+Lorié%22">Will Lorié</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+the+Improvement+of+Educational+Assessment%2C+Inc%2E+%28NCIEA%29%22">National Center for the Improvement of Educational Assessment, Inc. (NCIEA)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+the+Improvement+of+Educational+Assessment%22"><i>National Center for the Improvement of Educational Assessment</i></searchLink>. 2025.
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  Data: National Center for the Improvement of Educational Assessment. P.O. Box 351, Dover, NH 03821. Tel: 603-516-7900; Fax: 603-516-7910; e-mail: recep@nciea.org; Web site: http://www.nciea.org
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  Data: N
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  Data: 9
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  Data: 2025
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  Data: Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Indicators%22">Educational Indicators</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+State+Relationship%22">Federal State Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Growth+Models%22">Growth Models</searchLink><br /><searchLink fieldCode="DE" term="%22State+School+District+Relationship%22">State School District Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Federal law requires that state accountability systems include "another academic indicator" for elementary and middle schools in addition to academic achievement. Nearly all states use a measure of student longitudinal growth as their other academic indicator. But how should states decide which growth model to use? The Center for Assessment has helped several states choose or revise their growth models, and we find that these decisions involve much more than technical factors. From a strictly technical perspective, there isn't a "right" or "wrong" approach. To choose the right approach for their states, education leaders should consider their policy priorities, the intended uses of the growth results, any anticipated implementation challenges and, yes, technical factors. These things can be difficult to reconcile. This short paper suggests that states and districts use a principled approach to establish their most important values and walks leaders through key questions to ask. This process will help them evaluate potential growth models against an agreed-upon set of criteria.
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  Data: 2025
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  Label: Accession Number
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  Data: ED671646
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED671646
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Educational Indicators
        Type: general
      – SubjectFull: Federal State Relationship
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Growth Models
        Type: general
      – SubjectFull: State School District Relationship
        Type: general
      – SubjectFull: State Policy
        Type: general
      – SubjectFull: Needs Assessment
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      – TitleFull: How Should States Choose a Growth Model? Aligning Your Growth Model with Policy and Technical Values
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              Y: 2025
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