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Delaware Department of Education Growth Model Investigation: A Report of the Growth Model Study Group

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Bibliographic Details
Title: Delaware Department of Education Growth Model Investigation: A Report of the Growth Model Study Group
Language: English
Authors: Will Lorié, Scott Marion, Damian Betebenner, National Center for the Improvement of Educational Assessment, Inc. (NCIEA)
Source: National Center for the Improvement of Educational Assessment. 2024.
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: 53
Publication Date: 2024
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Growth Models, Accountability, Achievement Gains, Academic Achievement, Educational Indicators, Elementary Secondary Education
Geographic Terms: Delaware
Abstract: In 2023, a group of district and school leaders and other education constituents convened by the Delaware Department of Education raised questions about the growth metric in the state's accountability system. They wondered whether the state's growth model was too highly related to achievement and, therefore, not rewarding schools for helping students grow even when overall achievement was low. Based on this input, state leaders convened a new technical group--a growth model study group--to examine the characteristics of the growth indicator in the state's school accountability system and investigate whether it was working as intended or should be replaced with another growth model. This paper reports on the study group's work, outlining its processes, findings, and feedback.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED675244
Database: ERIC
Description
Abstract:In 2023, a group of district and school leaders and other education constituents convened by the Delaware Department of Education raised questions about the growth metric in the state's accountability system. They wondered whether the state's growth model was too highly related to achievement and, therefore, not rewarding schools for helping students grow even when overall achievement was low. Based on this input, state leaders convened a new technical group--a growth model study group--to examine the characteristics of the growth indicator in the state's school accountability system and investigate whether it was working as intended or should be replaced with another growth model. This paper reports on the study group's work, outlining its processes, findings, and feedback.