Not exact matches
Given these USDOE restrictions, one might think that the only option is for states and districts to choose a sparse growth
model, such as median student growth percentiles (
SGPs), that only controls for past student exam scores in
estimating student growth.
Both studies find what might be seen as surprisingly high correlations (around 0.9) between
estimates from value - added and
SGP models.
Wright [22] compares
SGP estimates to
estimates produced by the SAS EVAAS approach, while Goldhaber and colleagues [23] compare
SGP estimates to
estimates from the full range of value - added
models discussed above.
By design,
SGP models do not purport to provide causal
estimates of teacher effectiveness (though this does not necessarily imply that they are less accurate measures); they are intended as a descriptive measure of what is — of test score gains relative to other students who scored similarly in the past.»