Publication Date: 2008-03-20
This paper situates current growth-to-standard approaches within a larger domain of statistical models including those based solely upon achievement as well as more traditional growth models. Within this context, we demonstrate that current growth-to-standard approaches present an impoverished view of student progress because they lack a normative foundation. To remedy this, student growth percentiles are introduced as a normative description of growth capable of accommodating, informing, and extending criterion referenced aims like those embedded within NCLB.
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