A report providing considerations and recommendations on growth models for students with disabilities. The academic progress of students is an important indicator of educational success. For school accountability systems, using a growth model to report on a student's academic growth can be viewed as an addition to or a replacement for a status model. Status models compare the performance of a cohort of students in a grade one year with the performance of another cohort of students in the same grade the preceding year. Growth models typically track the achievement of individual students from year to year.
The Center is supported primarily
through a Cooperative Agreement
(#H326G050007) with the Research
to Practice Division, Office of
Special Education Programs,
U.S. Department of Education.
Additional support for targeted
projects, including those on
English language learners, is
provided by other federal and
state agencies. Opinions expressed
herein do not necessarily reflect
those of the U.S. Department of
Education or Offices within it.
Moen, Ross; Quenemoen, Rachel; Lazarus, Sheryl; Thurlow, Martha.
Using Growth for Accountability - Considerations for Students with Disabilities (NCEO Policy Direction).
University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO).
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.