Jennifer L. Dunn Center for Assessment

1. The interaction of measurement, models and accountability: How values affect our growth model choices. Jennifer L. Dunn Center for Assessment

2. Introduction • Can NCLB accountability be improved by growth? • What do we mean by growth? • Learning that occurs beyond what the student knew when they entered the system • Movement towards proficiency • Is the construct being measured? • Measurement models • Accountability system • One should not be considered without the other. Center for Assessment

3. Purpose • Explore the properties of two NCLB growth pilot models • Relationship scores and classifications to • Status and Scaled score changes • Student performance in schools that are ‘helped’ by the growth model • Examine the similarities and differences of the models • Growth of proficient students, amount of required growth, and how the models value growth • Apply multiple models to the same data Center for Assessment

4. NCLB Value Table School Score = Average of value table points Center for Assessment

5. NCLB Change Model School Score = % of students who meet or exceed target Center for Assessment

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11. Summary of Results • NCLB growth models: • Are more related to status than scaled score changes • Relationship between scaled score change and the NCLB change model is stronger than the VT model • “Help” more schools as the AMO increases • Value moving students toward proficient while preventing students from falling below proficient Center for Assessment

12. Conclusion • Potential to Improve NCLB accountability? • It depends: • We must carefully consider: • The construct, the model, the system, & the interactions • The use growth in accountability • Replace Status • Multi-tier system • Adjusting the NCLB Core Principles • Inclusion • Different growth standards for different students • Moving beyond counts of students Center for Assessment