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California Growth Model

Growth scores can provide useful information about patterns in student learning, but they must be interpreted at the appropriate level and alongside other available evidence.

Historical context

The growth scores released in 2021 were calculated using the 2016–17, 2017–18, and 2018–19 Smarter Balanced Summative Assessments in English language arts/literacy and mathematics. Because these scores were based on historical data, they were released primarily to help local educational agencies understand the methodology, available information, and potential uses of the growth model.

Individual Student Growth Scores

Individual student growth scores are calculated as one step in the methodology used to create aggregate growth scores for schools, local educational agencies, and student groups. They are not intended to serve as stand-alone measures of an individual student’s progress.

Inappropriate uses

  • Do not distribute individual growth scores to students or families. Families seeking information about a student’s assessment performance should be referred to the student’s individual California Assessment of Student Performance and Progress (CAASPP) score report.
  • Do not use an individual growth score as the primary measure of a student’s progress. Like assessment-target reports from the Smarter Balanced assessments, growth information becomes more robust and useful when examined at the school, LEA, or student-group level.

Aggregated Growth Scores

Aggregate growth scores for districts, schools, and student groups provide an additional perspective on student learning. When combined with achievement results, local assessments, participation data, and other relevant evidence, they can contribute to a more complete understanding of academic performance.

Appropriate uses

  • Increase understanding of aggregate growth scores by reviewing local data and comparing results across schools and student groups.
  • Compare aggregate growth scores with other measures, such as Distance from Standard and the percentage of students who met or exceeded the applicable standard.
  • Examine growth information alongside additional academic, demographic, program, and contextual data.
  • Determine what information will be useful when communicating actionable results to educators, governing boards, families, and other community partners.

Inappropriate uses

  • Do not use an aggregate growth score by itself to identify a school or student group for intervention or improvement.
  • Do not treat growth scores as a replacement for achievement results, local evidence, or professional judgment.
  • Do not publish preliminary, restricted, or private-preview information before it has been approved for public release.
  • Do not interpret small differences between scores as meaningful without considering data quality, participation, group size, and other relevant context.

Use multiple measures

Growth data should be treated as one part of a larger body of evidence. Sound decisions consider multiple measures and the local circumstances surrounding the students, schools, and programs represented in the results.