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formative evaluation of academic progress how much growth can.doc

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formative evaluation of academic progress how much growth can

FORMATIVE EVALUATION OF ACADEMIC PROGRESS: HOW MUCH GROWTH CAN WE EXPECT? Fuchs, Lynn S., Fuchs, Douglas, School Psychology Review, 1993, Vol. 22, Issue 1 Abstract: The purpose of this study was to examine students weekly rates of academic growth, or slopes of achievement, when Curriculum-Based Measurement (CBM) is conducted repeatedly over 1 year. Using standard CBM procedures in reading, spelling, or math, students in Year 1 (n = 546) were measured once each week; students in Year 2 (n = 2,511) were measured at least monthly. Results provided corroborating data across years and interesting patterns for different types of measures. Findings are discussed in terms of how to use normative slope data to establish appropriate goals for student outcomes. Implications also are discussed in terms of (a) how such norms can be developed for other ongoing assessment systems, (b) developing a technology for the measurement of student change, and (c) developmental theories of academic growth. In September 1990 the president of the United States convened an historic education summit with the nations governors at the University of Virginia -- the only time in our countrys history that such a summit has been held to discuss issues pertaining to education. In his concluding remarks President Bush discussed the overwhelming need to establish accountability for outcome-related results. In a related way, Ernest L. Boyer observed, I think weve gone about as far as we can go in the current reform movement dealing with procedural issues.... Schools [should] be held accountable for outcomes rather than the current situation of heavy state regulation that nibbles them to death over procedures (see Elliot, 1989). In response to this recent focus on student outcomes, most states have begun to devise strategies for holding schools more accountable for the achievement of their pupils within general education. New Jersey, for example, has begun to monitor school districts on stud