1. Using Growth Models to Monitor School Performance Over Time: Comparing NCE, Scale and Scores on NRTs and SBTs American Educational Research Association Annual Meeting March, 2008 Pete Goldschmidt, Kilchan Choi, Felipe Martinez, and John Novak

2. Using Growth Model Value Added estimates, do inferences about school change Examine the role of the metric NCE vs Scale Scores on a Vertically equated assessment. Examine the role of switching Assessment type NRT vs SBT Introduction

3. Summary Parameter Estimates Compared 4 Estimated Initial Status Residual Initial Status Estimated Growth Value Added

4. Summary of Estimates Compared Using Rank Order Correlations 5 Also compare school ranks based on the residual Initial Status and Value Added estimates

5. Summary of Results Describing SAT-9 Reading Achievement 6

6. Correlations Between Value added estimates for NRT for models without student covariates 8

7. Correlations Between Value added estimates for NRT for models with student covariates 9

8. Comparison of Relative Bias to the Effect Size of Growth 13

13. Mathematics

14. School context and inferences While individual student characteristics’ impact differ depending on assessment used (though not metric) - particularly for growth, School enrollment characteristics have virtually no impact inferences between NRT and SBT.

15. Mathematics

16. Reading

17. Mathematics

18. Relationship between missing scores and school performance

20. Summary – the scale Using a relative scale for monitoring individual achievement growth when the assessment is vertically equated – significantly under-estimates growth. Using a relative scale for monitoring school performance based on growth when the assessment is vertically equated – yield very consistent results to using an absolute scale. No patterns as to where deviations may occur.

21. Summary – the assessment Individual results between NRT and CST highly correlated in each year. Individual student characteristics affect relative performance Attempting to become more egalitarian? School results fairly consistent in Mathematics, but not in Language Arts School characteristics have virtually no impact on changes in inferences or rankings of schools.

22. Summary – the method Means highly correlated with student background Means inversely correlated to misingness VA added estimates based on individual growth substantively less related to student background VA added estimates based on individual growth substantively less related to missingness