What Is Result SGP?
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SGPs are based on comparisons between students with similar score histories and determine relative performance. This means that two students may have the same SGP even if they have different MCAS scaled scores from previous administrations in a subject area. For example, Student B and Student C both scored in the 95th percentile on a MCAS math test. However, Student B has a higher scaled score history than Student C. Therefore, Student B’s SGP is closer to the 75th percentile than that of Student C.
It is important to remember that the average SGP does not tell us how much a student has actually learned. This is because the SGP is based on comparisons between students with similar MCAS scaled score histories, and not the absolute amount of learning. SGPs are intended to provide information about how well a student is learning, but they should not be used to compare the effectiveness of teachers or schools.
The SGPs can be used to identify the students who need more support or are most in need of improvement. This can help school leaders and districts focus their efforts on the students who need it most. SGPs can also be used to identify the students who are making the most progress and should continue to be emphasized in the classroom.
Aside from the general SGPs, there are a number of specific measures that can be used to track the progress of individual students and groups of students. These measures include the number of students meeting or exceeding expectations on a given MCAS test, the percentage of students who are achieving proficient in English Language Arts and Mathematics, and the percent of students reaching or surpassing their grade-level SGPs. The MCAS Results by Student Group page of the School and District Profiles allows users to view these reports for different demographic groups, including by race/ethnicity, income status, special education, and multilingual education. These reports can be useful to educators when discussing the results of student assessments with their administrators and parents. They can also be used to develop specific plans for student achievement. These plans can include interventions for underperforming students and strategies to assist high-achieving students. Ultimately, SGPs are intended to improve the overall quality of education in Massachusetts and provide meaningful and comparable data for parents, teachers, and administrators. These measures will also allow the state to monitor trends over time, which will be helpful in determining how well the SGP is being implemented in all public schools. Using these new tools will allow schools and districts to improve their practices and achieve better outcomes for all students.