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Aligning Your Growth Model With Policy and Technical Values  \nThe National Center for the Improvement of Educational Assessment, Inc. (the Center for Assessment) is a New Hampshire based not-for-profit (501(c)(3)) corporation. Founded in September 1998, the Center’s mission is to improve student learning by partnering with educational leaders to advance effective practicesand policies in support of high-quality assessment and accountability systems. The Center for Assessment does this by providing services directly to states, school districts, and partner organizations to support state and district assessment and accountability systems.  \nThis work is licensed under the Creative Commons Attribution 4.0 International License (CC BY) . To view a copy of this license, visit [http://creativecommons.org/licenses/by/4.0/](http://creativecommons.org/licenses/by/4.0/) .  \nSUGGESTED CITATION:  \nMarion, S., Domaleski, C., & Lorié, W. (2025) . How should states choose a growth model? Aligning your growth model with policy and technical values. Center for Assessment.  \nPHOTO CREDIT:  \nCover Photo: Allison Shelley/The Verbatim Agency for EDUimages  \nPAGE 2  \nHOW SHOULD STATES CHOOSE A GROWTH MODEL? Aligning Your Growth Model With Policy and Technical Values  \nTABLE OF CONTENTS  \nINTRODUCTION ..................................................................... 4  \nSTARTING WITH HIGH-QUALITY BACKGROUND KNOWLEDGE ................................................. 4  \nWHAT DO YOU VALUE WHEN MEASURING STUDENT GROWTH? ......................................... 5  \n1. What is the relationship between aggregate (e.g., school-level) student growth measures and students’ prior achievement?..................................... 6  \n2. Does the model favor higher-or lower-performing schools? ................................................ 6  \n3. Does the model include student and school background characteristics? .................................. 6  \n4. How simple, how complex?................................................ 6  \n5. Is the model proprietary or open-source? ....................... 7  \n6. Is the model dependent on a specific scale or scale-agnostic? ........................................ 7  \n7. Does the model have well-documented technical properties?........................................................... 7  \nTHE PROCESS: BRINGING IT ALL TOGETHER ........................ 7  \nPAGE 3  \nHOW SHOULD STATES  \nCHOOSE A GROWTH MODEL?  \nAligning Your Growth Model With Policy and Technical Values  \nINTRODUCTION  \nThe Every Student Succeeds Act (ESSA) requires that state accountability systems include “another academic indicator” for elementary and middle schools in addition to academic achievement. All states except two use a measure of student longitudinal growth as their other academic indicator. Student growth measures are not used to check a federal requirement; they provide an enriched view of student and school performance (Dale Carlson’s 2001 paper provides an elegant discussion of these views) .  \nBut how should states decide which growth model to use?  \nOver the past few years, the Center for Assessment has helped several states examine their growth models to confirm, revise, or replace them. We find that these decisions involve much more than technical factors. From a strictly technical perspective, there isn’t a “right” or “wrong” approach.  \nTo choose the right approach for their state, education leaders should consider their policy priorities, the intended uses of the growth results, the anticipated implementation challenges, and, yes, technical factors. These things can be ","cbCaiiJAaF5jIRBE","https://ap.wps.com/l/cbCaiiJAaF5jIRBE","pdf",1493147,"English","# Introduction\n## Starting with High-Quality Background Knowledge\n## What Do You Value When Measuring Student Growth?\n## The Process: Bringing It All Together","[{\"question\":\"Why does ESSA require states to include an additional academic indicator besides achievement?\",\"answer\":\"ESSA requires elementary and middle school accountability systems to include “another academic indicator” in addition to academic achievement. Most states use measures of student longitudinal growth as this other indicator.\"},{\"question\":\"Is there a single “right” growth model from a technical perspective?\",\"answer\":\"From a strictly technical perspective, there isn’t a universally “right” or “wrong” approach. The report highlights that different models can align differently with policy aims and practical constraints.\"},{\"question\":\"How can states evaluate growth models in a way that reflects their values?\",\"answer\":\"The report recommends using a principled approach to establish the most important values. States and districts can then evaluate potential models against an agreed-upon set of criteria.\"}]","HOW SHOULD STATES CHOOSE A GROWTH MODEL? - Aligning Your Growth Model With Policy and Technical Values - February 2025 | PDF",1792056707,23]