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A school or district’s Student Growth Percentile score (sgp score) is calculated based on average student growth percentiles calculated from spring MCAS tests and grade 8 MCAS data (if available). This information is then reported back to the state in fall as part of its Massachusetts Accountability System (MASS) score calculation process. This score provides an accurate representation of academic achievement within its school or district and forms part of its accountability framework.
Students enrolled in grades 4-8 are monitored through the Student Growth Percentile system of their state, providing educators with an essential tool in monitoring how many of their pupils are growing at an average pace and thus how well their school is meeting the needs of its pupils.
Student growth percentiles measure the proportion of students who fall above or below expected growth for their grade level and gender. Massachusetts Department of Elementary and Secondary Education (DESE) uses them to track academic progress, as well as report it back to the public.
SGP scores are benchmarked against schools across their state and nation, as well as reported to the federal government. This data helps districts to identify areas of strength and weakness in their schools as well as develop strategic plans for future improvement.
Teachers measure each student’s performance in five subject areas for calculation of his/her score:
A school’s Student Growth Profile is then compared with that of similar schools and districts throughout its state and nation. The state average SGP is 60; scores from schools within each state or nation are plotted on a graph representing all schools within them showing how each is doing relative to this average and showing what percentage of their students fall below, at, or above it.
SGPs provide an invaluable way of measuring student success and understanding individual learners’ needs. While not intended to replace existing data and evaluation systems, SGPs give a more holistic view of how schools are performing – giving the Commonwealth an accurate picture of instruction quality, curriculum coverage, professional development needs, funding considerations and potential areas for improvement in teaching methodologies, curriculum implementation or professional development practices as well as areas needing improvement in instruction, curriculum or professional development practices – thus informing decisions regarding reform or funding and helping more targeted interventions be provided where needed, creating better educated communities overall.