Norm‐ and Criterion‐Referenced Student Growth
D. Betebenner is a Senior Associate at the National Center for the Improvemernt of Educational Assessment, PO Box 351, Dover, NH 03821‐0351; dbetebenner@nciea.org.
Abstract
Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis‐à‐vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what an examination of student growth can provide. To address this, student growth percentiles are introduced supplying a normative description of growth capable of accommodating criterion‐referenced aims like those embedded within NCLB and, more importantly, extending possibilities for descriptive data use beyond the current high stakes paradigm.
Citing Literature
Number of times cited according to CrossRef: 89
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