The most common use of student growth percentiles is in comparing the performance of students to that of their academic peers. This information is useful for evaluating the progress made by each student during their time in school and for making decisions about the needs of students and teachers. However, interpreting the results of the student growth percentiles requires knowledge of the model and the data used to calculate them. Fortunately, OSPI provides training and resources for schools and districts to help them understand these percentiles.
The student growth percentile (SGP) compares a student’s performance on state assessments to that of their academic peers. This comparison is done by analyzing data from up to two years of past MCAS tests. Academic peers are identified using a statistical procedure called quantile regression. This technique places the scores of a student’s academic peers on a normal distribution, making it possible to identify their percentile rank.
A student’s SGP score is a percentage of the score for all other students in their grade level who took the same test. The higher a student’s SGP, the more progress they made relative to their peers. A student who has a very low SGP score has made very little progress over the course of one year and would likely need significant support to catch up with their peers.
While SGPs are an important measure of student progress, they are not the only factor that should be considered when making a decision about the needs of a particular student. In addition to a student’s SGP score, it is important to consider factors such as a student’s gender, socioeconomic status, educational program, and demographic group.
Student growth is a process that can take time and effort for both students and teachers. Therefore, it is important to focus on implementing strategies that will help students make the most progress in a short amount of time. This may include identifying students who need further instruction and providing them with it quickly, using instructional resources such as videos or digital learning tools, and providing opportunities for collaboration with other teachers.
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