HB 1666

Brief Description: Making the results on the statewide assessments available as norm-referenced results and as student growth percentiles.

Sponsors: Representatives Magendanz, Lytton, Muri, Bergquist, Hansen, Kilduff and Caldier.

Hearing Date: 2/5/15

Staff: Megan Wargacki (786-7194).

Background:

K-12 Data Governance Group.

The K-12 Data Governance Group (DGG), within the Office of the Superintendent of Public Instruction (OSPI), was established to assist in the design and implementation of a K-12 Education Data Improvement System for financial, student, and educator data. The objective of the system is to monitor student progress, have information on the quality of the educator workforce, monitor and analyze the costs of programs, provide for financial integrity and accountability, and have the capability to link across these various data components by student, by class, by teacher, by school, by district, and statewide. The DGG includes representatives of various educational agencies, the Education Data and Research Center and the Legislative Evaluation and Accountability Program Committee, and is independently reviewed by the latter two groups.

The DGG has multiple responsibilities, including:

• identifying reports that should be made available on the internet;

• ensure that data systems are flexible and able to adapt to evolving needs for information; and

• establishing minimum standards for data systems.

The OSPI is also required to make certain reports available on the internet. All DGG and OSPI reports required under this statute must contain data to the extent it is available and must include documentation of which data are not available or are estimated.

Norm-Referenced Results.

When student assessment results are compared to the results from a larger group, the results are referred to as "norm-referenced." The larger group, referred to as the norm group, may be all the students in the state that took the assessment, all the students in a district, or all the students in a school. The larger group may also be refined to evaluate the results of a subgroup of students, such as a students of a particular race or ethnicity, or students participating in a particular program.

Student Growth Percentile.

In March 2013, the OSPI introduced a method of measuring student academic growth, called Student Growth Percentiles (SGP) because the OSPI could not measure the absolute growth of a student from one year to the next. Once the Smarter Balanced Assessments are fully implemented, the OSPI will be able to measure absolute growth, however, it will continue to use SGP. An SGP is a method of norm-referencing, which describes student growth compared to other students with similar prior test scores.

The SGP allows comparison of students who enter school at different levels and shows student growth and academic progress, even for students who are not meeting the state standard on assessments. A student growth percentile is a number between 1 and 99. If a student has an SGP of 85, it means the student showed more growth than 85 percent of his or her academic peers. A student with a low score on a state assessment can show high growth and vice versa. Similarly, two students with very different assessment scale scores can have the same SGP.

Summary of Bill:

To the statute describing the intent of the Legislature in establishing the DGG, is added that the Legislature intends to maintain the privacy of individual student data, while making data available to the public.

To the statute describing the reports that OSPI is required to make available on the internet is added, the results on the statewide assessment computed as norm-referenced results and as student growth percentiles where possible.

Appropriation: None.

Fiscal Note: Not requested.

Effective Date: The bill takes effect 90 days after adjournment of the session in which the bill is passed.