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Calculating growth

Measuring student achievement has become one of the most important goals of our education system. Oregon’s method of keeping schools accountable for results relies almost exclusively on standardized tests. The tests that student take measure how many of them in any given school “meet” or “exceed” certain benchmarks set by the state of Oregon. The No Child Left Behind Act did not create this focus on standards, but it has intensified under the federal law.

Committing to an academic standard that’s measured by testing is important. But some argue that the system is so narrowly focused on how many students cross a certain line as measured by test scores that we miss year-over-year academic growth that students and schools achieve. The result is that schools that the current system rates as “exceptional” do not always demonstrate the kind of year-over-year academic progress that the label implies. At the same time, schools designated as “low” often show impressive growth.

Learning is a journey, and students follow countless paths. Some learn a great deal in school, but never achieve the standards we set for them. Others breeze past the standards and stall. A much richer picture of academic performance is possible.

The researchers who are looking into these growth measurements are not proposing we do away with the current system of student evaluation. Rather, they believe a new report on student academic growth and learning could be a useful supplement to the current test results distributed by schools.

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