Principal - November/December 2019 - 22

Measures of student growth can also shine a
light on equity, another commitment that states
and school leaders have made and included in
ESSA plans. As they look at how school systems
work for underserved populations, students of
color, students from low-income families, and
students from rural areas, conversations about
equity and growth must go hand in hand. While
each growth measure has merits, not all account
for students' starting points or consider whether
they get the support they need to grow-vital
information for school leaders.

Principals' leadership
is essential to the use
of data in making
buildingwide changes
that improve learning
for all students.

Different Growth Measures

In order to maximize the power of growth
measurement information, one must understand what different measurements say
about student learning. Some measures
demonstrate how adults contribute to student learning. Others detail how student
performance on assessments changes from
year to year. When used side by side with
other student data-including proficiency
data-these measures help school leaders
understand student progress.
The first and most sophisticated types of
growth models use statistical comparisons to
demonstrate how adults in a school helped
students succeed on annual tests; they do not
incorporate state cut scores or benchmarks
on assessments. While these measures can't
tell you whether or not students mastered
grade-level skills, they will help you understand differences in how much adults have
helped students improve.
These come in a variety of formats to
answer a variety of questions:

22

Principal n November/December 2019

„ Value-added measures can determine
whether teachers helped students in a
school do better than expected, regardless of whether they met grade-level
targets. Value-added measures use sophisticated calculations to measure growth
and compare student performance on
tests to how they were expected to perform based on learning progress over
time. How a student performed-better
or worse than expected-demonstrates
the impact of adults in the school on a
student's learning.
These measures provide a more complete picture of equity for school leaders
as they work to close achievement and
opportunity gaps. While value-added
measures can ultimately be more difficult
to understand compared to some other
types of measures detailed here, they are
the only measures that shine a light on
how adults in the school contribute to student learning.
„ Student Growth Percentile (SGP) reflects
whether or not a student does better than
his or her peers, regardless of how much
they improve or whether they've met a
grade-level target. SGP measures demonstrate how students in a school perform
compared to a group of other students
in the same grade who had similar test
scores in the past. Students are then
assigned a rank (or percentile) based on
how they performed compared to the performance peer group.
This measurement shows differences
in how schools serve students at the same
proficiency level. For instance, a student
in the 60th percentile did better on the
test this year than 60 percent of students
who got a similar test score last year. SGP
measures do not assign a percentile based
on the change in a student's test performance, but rather their performance
compared to those who performed similarly in the past.
Another group of growth measures reflects
whether students in a school are mastering grade-level academic skills over time,
demonstrating whether students in a school
improve annual test scores. Like a proficiency rate, they use state targets to define
success. Instead of a single target score,
such as cut scores for proficiency levels,
www.naesp.org


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Principal - November/December 2019

Table of Contents for the Digital Edition of Principal - November/December 2019

from the editor
Snapshots
5 Things
Intertwined for Achievement
Planting the SEAD
Making PLCs a Plus
Measuring Up
Look Out for the Leader
Engagement Across the Generations
The Sum of Its Parts
Putting the “Fun” in Fundraising
NAESP 2019 National Distinguished Principals
In the Spotlight
Practitioner’s Corner
Raising the Bar
Principal’s Bookshelf
School Law
NAESP Partners & Advertiser Index
Speaking Out
Parents & Schools
Parents & Schools
Principal - November/December 2019 - Cover1
Principal - November/December 2019 - Cover2
Principal - November/December 2019 - 1
Principal - November/December 2019 - 2
Principal - November/December 2019 - 3
Principal - November/December 2019 - from the editor
Principal - November/December 2019 - 5
Principal - November/December 2019 - Snapshots
Principal - November/December 2019 - 7
Principal - November/December 2019 - 5 Things
Principal - November/December 2019 - 9
Principal - November/December 2019 - Intertwined for Achievement
Principal - November/December 2019 - 11
Principal - November/December 2019 - 12
Principal - November/December 2019 - 13
Principal - November/December 2019 - 14
Principal - November/December 2019 - Planting the SEAD
Principal - November/December 2019 - Making PLCs a Plus
Principal - November/December 2019 - 17
Principal - November/December 2019 - 18
Principal - November/December 2019 - 19
Principal - November/December 2019 - Measuring Up
Principal - November/December 2019 - 21
Principal - November/December 2019 - 22
Principal - November/December 2019 - 23
Principal - November/December 2019 - Look Out for the Leader
Principal - November/December 2019 - 25
Principal - November/December 2019 - Engagement Across the Generations
Principal - November/December 2019 - 27
Principal - November/December 2019 - The Sum of Its Parts
Principal - November/December 2019 - 29
Principal - November/December 2019 - 30
Principal - November/December 2019 - 31
Principal - November/December 2019 - Putting the “Fun” in Fundraising
Principal - November/December 2019 - 33
Principal - November/December 2019 - 34
Principal - November/December 2019 - 35
Principal - November/December 2019 - NAESP 2019 National Distinguished Principals
Principal - November/December 2019 - 37
Principal - November/December 2019 - 38
Principal - November/December 2019 - 39
Principal - November/December 2019 - 40
Principal - November/December 2019 - 41
Principal - November/December 2019 - 42
Principal - November/December 2019 - 43
Principal - November/December 2019 - In the Spotlight
Principal - November/December 2019 - 45
Principal - November/December 2019 - Practitioner’s Corner
Principal - November/December 2019 - 47
Principal - November/December 2019 - 48
Principal - November/December 2019 - 49
Principal - November/December 2019 - Raising the Bar
Principal - November/December 2019 - 51
Principal - November/December 2019 - Principal’s Bookshelf
Principal - November/December 2019 - 53
Principal - November/December 2019 - School Law
Principal - November/December 2019 - NAESP Partners & Advertiser Index
Principal - November/December 2019 - 56
Principal - November/December 2019 - 57
Principal - November/December 2019 - Speaking Out
Principal - November/December 2019 - 59
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - 61
Principal - November/December 2019 - 62
Principal - November/December 2019 - 63
Principal - November/December 2019 - Parents & Schools
Principal - November/December 2019 - Cover3
Principal - November/December 2019 - Cover4
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