ERIC Number: EJ1020531
Record Type: Journal
Publication Date: 2014-Jan
Abstractor: As Provided
Reference Count: 26
Using Growth Models to Measure School Performance: Implications for Gifted Learners
Ryser, Gail R.; Rambo-Hernandez, Karen E.
Gifted Child Today, v37 n1 p17-23 Jan 2014
Using assessment data to determine student growth has become an integral part of the accountability movement, and researchers and educators are currently examining how new rules impact the academic assessment of gifted learners. In 2008, the Association for the Gifted's Annual Symposium at the Council for Exceptional Children Convention focused on policy and legislative issues and their effects on gifted and talented students. One presentation in the symposium centered on the "No Child Left Behind" Growth Model Pilot Program (GMPP). This article provides an historical overview of the GMPP, describes the current use of growth models used by states for accountability purposes, defines measuring growth from a statistical modeling perspective, discusses implications for gifted learners who are above proficiency, and makes recommendations for policy makers and administrators to begin measuring growth.
Descriptors: Academically Gifted, Accountability, Models, Student Development, Academic Achievement, Student Evaluation, Educational Policy, Federal Legislation, Educational Legislation, Measures (Individuals), Statistical Analysis, Educational Indicators, Federal Programs, Pilot Projects, Public Officials, Administrators, Regression (Statistics), Predictor Variables, Scores
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Policymakers; Administrators
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: American Recovery and Reinvestment Act 2009; Elementary and Secondary Education Act; No Child Left Behind Act 2001