Case Study: Leading an Evidence-Based Culture at KCSD96
Through a process of careful data analysis and community feedback, the KCSD96 Board of Education is constantly evaluating how to better serve the community.
Through a process of careful data analysis and community feedback, the KCSD96 Board of Education is constantly evaluating how to better serve the community.
Despite widespread use of effect sizes across industries as a standardized measure of impact, effect size calculations remain one of the most incorrectly applied and misinterpreted statistics. An effect size is nothing more than a standardized comparison, or “effect” , that captures the difference between an average value and a meaningful comparison in the metric of standard deviation.
The Illinois State Board of Education (ISBE) recently released student growth percentiles (SGPs) to Illinois school districts in preparation of the new school accountability system and the launch of the new Illinois school report card. While incorporating student growth into the school accountability system is a step in the right direction, it is important to recognize that ISBE SGP results are reported within an accountability context not a school improvement context.
Based on recent information provided by the Accountability Technical Advisory Committee’s (TAC) recommendations to ISBE, it is likely that ISBE will move away from linear regression toward Student Growth Percentiles (SGPs) as a means to measure student growth under the new school improvement and accountability system.
I’m getting a lot of questions related to linear regression and how the Illinois State Board of Education (ISBE) may implement linear regression to measure student growth under the new school improvement and accountability system. As a result, I decided to synthesize information as it becomes available.