| Building Growth |  |
Understanding the Data
Overview of "Growth" and "Performance"
This report enables you to assess trends in growth and performance in the buildings that you have access to.
Growth is the difference between students' expected and actual performance. You have two options for how to display growth data, and you can view both at once, if you prefer.
- The growth is the color-coded bar that plots the growth index in the context of expected growth.
- The columns of Growth data include key metrics related to students' growth, such as the growth measure, its standard error, and the growth index.
Performance is student performance at a single point in time. Performance metrics, which are described by columns of performance data, are helpful when interpreting growth metrics and understanding student learning in context.
GrowthEach growth index is plotted on a color-coded growth bar to indicate the amount of statistical evidence we have that the Building meets, exceeds, or falls short of Expected Growth. Expected GrowthExpected Growth indicates the amount of growth the group of students must make to maintain their expected performance. For more information, see Understanding Growth.
| Figure: Sample report. The colors might be different in your reports.
|
Definitions of Column Headings
Growth Columns
Use growth data to:
- Make fair comparisons across subjects, grades, courses, and years
- Find areas of strength and areas that need improvement
The table below gives general information about the growth columns and links to more in-depth information.
| Column Name | Glossary Definition | Where to Find More Information |
|---|---|---|
| Growth Index | An indicator of the certainty that the group of students met, exceeded, or fell short of expected growth. | Understanding the Growth Index |
| Growth Measure | A conservative estimate of the growth that students made, on average, in a grade and subject or course. This measure is a function of the difference between students' actual and expected Z scores. Before being submitted to the model, MAP scale scores are converted to Z scores by year, subject, and grade. This conversion standardizes data that are based on different scales, and results in a distribution with an overall mean of zero for each year, subject, and grade. For each student, a Z score is calculated for each year, subject, and grade by taking the difference between the student's actual score and the average score of the entire cohort, and dividing this value by the standard deviation. For more information on how a Z score is calculated, see the Missouri Growth Model on the login page. Technical Documentation.
| Growth Measures And Standard Errors | ||||||||||
| Standard Error | A measure that establishes a confidence band around the growth measure and describes the certainty that the group of students met, exceeded, or fell short of expected growth. | Growth Measures And Standard Errors |
| Growth Measure Distribution | A percentile ranking that represents where the growth measure for the group of students falls in the LEA's or building's distribution for this assessment. This is not the same percentile ranking used for MSIP 6 accountability. | Understanding the Growth Measure Distribution |
| Student Count | The number of students included in the analysis. | Understanding the Student Count |
Performance Columns
Use performance data to:
- Observe shifts in expected performance for different groups of students over the years
- Identify patterns of effectiveness with students at differing levels of expected performance
- Support vertical conversations with feeder schools or teachers of prerequisite courses
The table below gives general information about the performance columns and links to more in-depth information.
| Column Name | Glossary Definition | Where to Find More Information |
|---|---|---|
| Expected Performance and Actual Performance | Performance is reported in Z scores.
| Understanding Expected Performance and Actual Performance |
| Expected Performance Percentile | The expected performance for the group of students relative to the overall distribution for this assessment. | Understanding Expected Performance Percentile |
| Student Count | The number of students included in the analysis. | Understanding the Student Count |
How the Growth Indicators Are Assigned
The model generates growth measures and standard errors. You can see rounded versions of these numbers by selecting the Growth columns under Data to Display. We calculate each growth index by dividing the unrounded growth measure by the unrounded standard error. Therefore, the growth index represents the number of standard errors the growth measure is above or below expected growth. We assign growth indicators to growth indexes based on how far the indexes are from expected growth.
| Growth Indicator | Growth Index Compared to Expected Growth | Interpretation |
|---|---|---|
| Exceeding | Index is greater than or equal to 1.96 | Significant evidence that the students made more growth than expected. Index is greater than or equal to 1.96. |
| On Track | Index is greater than or equal to -1.96 and less than 1.96 | Evidence that the students made growth as expected. Index is greater than or equal to -1.96 and less than 1.96. |
| Below | Index is less than -1.96 | Significant evidence that the students made less growth than expected. Index is less than -1.96. |
Growth indicators in MO DVT are different from MSIP 6. In MSIP 6, growth categories are listed as: Below Average, Average, and Above Average. For more information about MSIP 6, see the Missouri Growth Model on the login page.