Three-segment school growth-status classification based on confidence intervals around school-level growth estimates¶

Theory · All theories
Evidence · no claims cited

Description¶

The study formulates a segmentation approach that classifies schools into three growth statuses using school-level growth estimates from a three-level hierarchical linear model. A confidence interval based on two standard errors is built for each school and for the average; a school is an "Overperformer when the lower bound of the school-level CI was larger than the upper bound of the average CI", an underperformer when the reverse holds, and average when the CIs overlap. This yielded 14%/13% overperformers, 73%/74% average, and 13%/13% underperformers in Grades 1/2.

Design Implications¶

Context¶

Requirements¶

• School-level growth estimates from a three-level hierarchical linear growth model fitted to the prior study's data
• Confidence intervals constructed from two standard errors for each school and the average

Constraints¶

• Classification reflects growth relative to the average, not absolute achievement; segment distributions were reported for Grades 1 and 2 only

Target Learners¶

• Grade 1 and Grade 2 elementary students

Target Learning Objectives¶

• Elementary mathematics learning growth

Claims¶

Related Theories¶

Examples¶

• Investigate schools that sustain outperformance or beat the odds using qualitative methods and engagement data to identify amenable growth factors

Key Sources¶

• Yamada, H. (2024). New Normal in Early Elementary Mathematics Learning: Part II - School Level Variation in Growth in Grades 1 and 2. E4 Center, Northwestern University. https://e4.northwestern.edu/2024/06/25/new-normal-in-early-elementary-mathematics-learning-part-ii-school-level-variation-in-growth-in-grades-1-and-2/