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News Release -- State releases academic growth results from 2016 tests

Sept. 20, 2016

State releases academic growth results from 2016 tests

Growth reports provide information on student year-to-year progress

DENVER – The Colorado Department of Education today released academic growth summary information from the 2016 Colorado Measures of Academic Success (CMAS) PARCC assessments in English language arts and math, providing valuable information on student progress from year-to year.

“The growth results provide parents a deeper understanding of how their students are doing in school,” said interim education commissioner Katy Anthes. “This information is a key indicator to see how schools are progressing towards preparing all students for college or careers after high school.”

In 2009, Colorado led the nation with the roll out of the Colorado Growth Model, which supplements the state assessment achievement data in understanding student performance. Achievement results from state assessments provide information on the level of attainment on state standards that a student meets at a point in time. This information is complimented by the growth reports, which provide information about how a student grows from one year to the next.

A student’s growth percentile (ranging from 1 to 99) indicates how that student’s performance changed over time, relative to students with similar score histories on the state assessments. School and district growth rates are determined by the growth percentiles from individual students, specifically the median (or score in the middle) student growth percentile. As a point of reference, the state median growth percentile for any grade overall is about 50.

Included with this release is:

In October, districts will receive individual student reports to give to parents. These reports will show how their student is progressing compared to other students in the state who have performed at a similar achievement level. Additionally, more data visualization of the results will be available later this fall.

Growth reports were not released in 2015 in Colorado because students were starting afresh with a new set of assessments. Now, with two years of results on the new CMAS PARCC tests in English language arts and math, the 2016 growth reports show that growth gaps between disaggregated groups still exist. The gap has increased between disabled students and their nondisabled peers. And the gap between girls and boys appears to have widened, with girls showing higher growth in both English language arts and math.

State Median Growth Percentiles - English Language Arts

Category

2013 Reading

2014 Reading

2013 Writing

2014 Writing

2016 English Language Arts

English language learners (ELL)

53

51

51

52

50

Non-ELL

49

50

50

50

50

Eligible for Free/Reduced Lunch (FRL)

48

48

48

48

47

Non-FRL

52

52

52

52

52

Female

53

53

53

53

55

Male

47

47

48

48

45

Students with disabilities

44

45

45

44

38

Non-disabled students

51

51

51

51

51

Minority

50

49

49

49

49

Non-Minority

50

51

51

51

51

 

State Median Growth Percentiles - Math

Category

2013 Math

2014 Math

2016 Math

English language learners (ELL)

51

50

47

Non-ELL

50

50

51

Eligible for Free/Reduced Lunch (FRL)

48

47

46

Non-FRL

52

52

53

Female

51

50

51

Male

49

50

48

Students with disabilities

43

44

40

Non-disabled students

51

51

51

Minority

49

48

47

Non-Minority

51

52

53

As with achievement results, participation must be taken into account when considering the growth rates of schools and districts, because low participation impacts how well the results represent a school or district as a whole.

In the past, measures of adequate growth have been calculated. Those measures indicate if the growth a student made was enough to reach a prescribed benchmark within the next three years (if a student was not yet at benchmark), or enough to remain at or above benchmark for the next three years (if they already are at benchmark). Adequate growth is not available this year because more than two years of the same test data is needed to provide for meaningful determinations of adequate growth.

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