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SGPs are a popular measure of teacher effectiveness, and they provide information on student growth in a way that is easy to understand for teachers and the public. They are based on student-level percentile rankings, so they are more intuitive than other statistical models that measure teacher impact such as value-added models (VAMs). In addition, SGPs can be used with a variety of data sets, including standardized tests, and they are more flexible than VAMs.
The SGP model uses the student’s baseline test scores and their growth over time to calculate a percentile ranking. This ranking is then compared to the ranks of students who have similar baseline academic performance. The teacher’s score is the average of this percentageile rank and the mean or median student-level SGP score. Some policymakers prefer SGPs to other statistical models because they are more intuitive for schools and the community.
Another popular application for SGP is to analyze teachers based on the students they have taught. These analyses are conducted with the help of a tool called prepareSGP, which combines six steps into a single function call for operational SGP analyses. Alternatively, users can use the lower level functions studentGrowthPercentiles and studentGrowthProjections.
In addition to identifying trends and patterns, SGP data can also be useful for planning future instruction. For example, it can be useful to identify which subjects or skills are most important for student learning and then plan future instruction accordingly. SGP data can also help educators identify which students need additional support to improve their academic skills. This information can then be used to create personalized learning plans for each student. SGPs can also be used to assess the overall quality of a school’s curriculum. This can be done by comparing the SGPs of different grades and schools in a given district or state. This can help to identify which schools need to make changes to their curriculum and instructional methods. It can also be used to identify which schools need to increase their support for struggling students. This can then be used to allocate resources for these students. The resulting improvements in student achievement should ultimately lead to improved academic outcomes for all students.
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