The Average Student Growth Percentile (SGP)
The average student growth percentile, also known as the Average SGP, measures a student’s growth from test to test relative to other students with similar tests scores. It is calculated as the average of a student’s three most recent SGP scores. The higher a student’s score, the more their growth is above average. Conversely, a lower SGP score indicates less than average growth.
The SGP scores are reported in two formats: window specific, whose purpose is to compare or report student growth over a given time period, and current, which provides the most recent SGP score available for a student as a check-in of their progression of growth. Teachers and administrators use these scores to determine if students grew more than, less than, or at the same rate as their peers.
SGP scores are reported on a 1-99 scale. A number closer to 100 means the student’s growth is above average. A number closer to 50 indicates the student’s growth is below average. A number in between indicates the student’s growth is about the same as their peers.
A SGP report is one of the most important tools for a teacher and principal to use. It reveals the progress that a student is making and helps to guide their instruction. The SGP report can also help identify students who need additional support.
However, while SGPs are an effective tool for assessing student growth, they are not necessarily a reliable indicator of student learning. Several factors can influence a student’s SGP, including family background, classroom environment, and prior achievement levels. Additionally, a variety of other assessment measures can also provide insight into a student’s academic performance.
Whether SGPs are accurate indicators of a student’s learning depends on the method and data used to calculate them. For example, SGPs may be inflated if they are based on test data that has been overstated or underestimated. Additionally, if SGPs are not compared to an appropriate benchmark, they may not accurately reflect the student’s true proficiency.
Fortunately, SGPs can be improved upon by using more relevant and meaningful data to generate them. This way, they can be more useful in determining a student’s progress and providing targeted interventions to those who need them. It is important to note that, in Washington State, it is at the discretion of school districts whether or not to distribute SGP reports to families and students. Educators should consider this when designing their accountability system.