A student’s SGP is based on the scores of academic peers in their grade who have similar MCAS score histories. Students’ academic peers do not have to be enrolled in the same school and can include students with disabilities or from different demographic groups (e.g., race/ethnicity, income status, special education, multilingual learning). A.
The SGP can help educators identify strengths and challenges in student performance, but the most important aspect of interpreting it is comparing results from year to year. Generally, differences in SGPs of 10 points or more should be considered significant. It is also helpful to look at SGPs averaged by the school, the district, and the state as well as by demographic groupings. This information can be found on the MCAS Results by Student Group page of the School and District Profiles.
In the case of the SGP, these trends are more meaningful than individual student growth data. When comparing the average SGP to previous years, it is best to use percentiles and not mean and median percentages. This will prevent the SGP from being distorted by students who scored at the high or low end of the spectrum.
The resulting percentiles will allow you to see where your students rank within the state and in their grade. This will give you a sense of where your students may need more or less support in order to improve. The percentiles will also help you determine whether your students’ growth is in line with their overall grade level average.
You can find the SGP on the MCAS Report card, which is available for all students in grades 4, 5, 6, 7, 8, and 9. You can also view the results by subject area on the Educator Reports page of the School and District Profiles.
For a complete description of how SGPs are reported and interpreted, please review one of the three stakeholder-specific guides that describe how to access and interpret SGP reports. These guides are available for administrators, educators, and families on the MCAS Reports web page.
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