Tennessees AYP Growth Model

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Tennessees AYP Growth Model

• Encouraging schools to launch all students to
  proficiency and beyond
• State Collaborative on Assessment and Student
  Standards
• Accountability Systems and Reporting
• February 1, 2007
• Mary Reel Dan Long
• Mary.Reel_at_state.tn.us Dan.Long_at_state.tn.us

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National Policy Context

• Secretary Spellings
• Bright Lines and Flexibility
• Tennessee and North Carolina were pilots for
  growth model based on school year 2005-06 data
• Information from pilots will guide
  reauthorization of the Elementary and Secondary
  Education Act in 2007

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Basic Facts about Current AYP Model and the
Growth Model Pilots

• Current AYP Model
• Annual proficiency targets for reading and math
  for all schools and districts for grades 3 8
  and high school
• Safe harbor provision gives credit to schools and
  districts that fail reaching the proficiency
  target when they can show that they have a 10 or
  more reduction in the students that tested below
  proficient from the previous year.

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Basic Facts about Current AYP Model and the
Growth Model Pilots

• Growth models for accountability
• At the time of enactment of NCLB, a few states
  had growth model accountability systems which
  held their schools and districts responsible for
  growth in individual student academic progress.
• These models measured a students growth in an
  academic area by comparing test scores on the
  current year test to previous years.
• Tennessees value-added growth model was one of
  these.

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Benefits of a Growth Model

• More accurate picture of a schools effectiveness
  because it measures the impact of its educational
  programs on individual students growth instead
  of comparing different cohorts of students from
  one year to the next as the current safe harbor
  does.

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Benefits of a Growth Model

• More accurate picture of schools with
• Small numbers of students
• Large numbers of students who enter their first
  grade already academically behind
• Large numbers of mobile students

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Benefits of a Growth Model

• Data which can better inform instruction and
  services
• Strong potential to encourage schools to maximize
  ALL students progress, not just to focus on
  moving bubble students from below proficient to
  proficient.
• Build reward system around growth instead of
  status model.

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AYP Growth Model

• Elementary/middle schools have two ways to meet
  AYP proficiency targets
• Status/safe harbor model
• Growth model
• Growth model uses a students projected score on
  an assessment three years into the future
• not value-added

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AYP Growth Model
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AYP Growth Model

• Students with projected scores that fall above
  the proficiency standard are counted as
  proficient

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AYP Growth Model

• Students with projected scores that fall below
  the proficiency standard are counted as below
  proficient

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AYP Growth Model

• Students who are currently below proficient but
  have projected scores at the proficient or
  advanced level are counted as proficient
• Students who are currently proficient or advanced
  but have projected scores at the below proficient
  level are counted as below proficient

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Projection Example
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AYP Growth Model

• TN set a very high standard to meet AYP through
  the growth model
• All subgroups must meet the AYP target
• In both reading/language arts and math

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First-Year Results

• 880 (65.5) elementary/middle schools met the
  requirements of the growth model
• 176 schools did not meet AYP proficiency targets
  through status/safe harbor
• 7 of these schools met the requirements of the
  growth model and therefore met AYP overall

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First-Year Results
Schools that Made AYP Through Growth Model
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Fall-Hamilton Enhanced Option

• PK 4th grade
• 83 poverty
• differentiated inst.
• inclusion
• summer school
• community partners
• family services
• health clinic

299 Total Students in an Urban Setting
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Fall-Hamilton Enhanced Option

• Economically disadvantaged subgroup did not meet
  math target in status model and did not make safe
  harbor
• ALL subgroups met math and reading/language
  arts targets in growth model

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Culleoka Unit School

• PK 12th grade
• 34 poverty
• differentiated inst.
• inclusion
• group/re-group

1,024 Total Students in a Rural Setting
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Culleoka Unit School

• Students with Disabilities subgroup did not meet
  reading/language arts target in status model and
  did not make safe harbor
• ALL subgroups met reading/language arts and
  math targets in growth model

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Conclusion

• The AYP growth model holds great promise to
• Help states identify the schools in greatest need
  of assistance
• Encourage schools to focus on all students,
  including those in greatest need of assistance