Student Growth Percentiles (SGPs) increasingly are being used in the United States for inferences about student achievement growth and educator effectiveness. Emerging research has indicated that SGPs estimated from observed test scores have large measurement errors. As such, little is known about "true" SGPs, which are defined in terms…

In Florida, mean proficiency scores are reported on the Florida Comprehensive Achievement Test (FCAT) as well as recommended learning gains from the developmental scale score. Florida now has another within-year measure of growth in reading comprehension from the Florida Assessments for Instruction in Reading (FAIR). The FAIR reading comprehension…

Test-based accountability as well as value-added asessments and much experimental and quasi-experimental research in education rely on achievement tests to measure student skills and knowledge. Yet, we know little regarding fundamental properties of these tests, an important example being the extent of measurement error and its implications for…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…

Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for…