Student Growth Models and Student Growth Measures

Measure Definitions: How We Measure Growth

Katy ISD utilizes student growth as a core metric, viewing "effective assessment" as a continual process for advancement rather than a one-time event.

Growth Model	Definition	Why Consider Implementation?
TEA Transition Tables	Compares state assessment performance from one year to the next (e.g., STAAR scores) to determine if a student met, exceeded, or fell below expected growth.	Objectivity & Consistency: Provides a standardized state-wide benchmark that is already familiar to educators and requires no additional testing.
Pre-test/Post-test	Compares a student’s score on an assessment at the beginning of the year (BOY) to their score on the same or equivalent assessment at the end of the year (EOY).	Customization: Ideal for subjects without state assessments, allowing districts to use vendor or locally created tests aligned specifically to their curriculum.
Student Learning Objectives (SLO)	A process where teachers set a growth goal for a foundational skill and assess it using a "body of evidence" throughout the year.	Instructional Focus: Focuses on the "continual process for advancement" by allowing teachers to target specific, high-priority skills that drive long-term student success.
Portfolios	A collection of student work artifacts (audio, video, physical products) scored against a skill-progression rubric.	Holistic Performance: Best for "performance-based courses" (e.g., Fine Arts, CTE, PE) where traditional written tests cannot accurately capture student skill development.
Value-Added Measures (VAM)	A statistical model that compares a student’s actual score to their predicted score based on their own multi-year testing history.	Statistical Rigor: Often conducted by independent researchers to provide a highly accurate measure of a teacher's specific impact by controlling for outside factors.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Setting Targets: The Path to Growth

The process of measuring growth begins with understanding where each student starts.

· Baseline Data: At the beginning of the school year (or course), baseline data is collected for every student linked to an eligible teacher.

· Individualized Goals: Based on this initial performance, expected growth targets are set at the individual student level.

· Calculated Impact: At the end of the year, student progress is compared against these initial targets to determine the percentage of students who met or exceeded their expected growth. This percentage becomes the teacher's Student Growth Score for TIA.

Specific Strategies for Setting Individualized Growth Targets

Districts can further refine how they set individual growth targets by refining the following models:

· Individualized Model: Custom targets for individual students based on their unique history; highly recommended for Special Education settings.

· Common % Growth (Flat Rate): A set percentage of growth (e.g., 45%) is the target for all students; it is easy to understand and works well when students perform with uniform results.

· Graduated Percent Increase: Higher growth percentages are set for students with lower starting scores; this ensures rigor equivalency across different achievement levels.

· Quartile/Quintile Growth: Targets are set by dividing the district into four or five equal groups based on starting scores; this is effective when students perform at varying levels across groups.

Resources & Links

· TEA Student Growth Resources: Explore the various growth models approved by the state.