SGP data allows us to explore overall trends of student development across our district and schools. This can help identify areas where more or less growth is occurring, and what needs to be done in order to help our students make progress. Furthermore, subgroup analysis may reveal issues like race/ethnic groups, socioeconomic status differences, special education needs or multilingual education needs. All this data can be found on MCAS Results by Student Group page of School and District Profiles.
Noting the context, SGPs must be understood within two-year performance averages; any interpretation must take account of student experiences since grade 8.
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Keep in mind that the Student Grade Point Average (SGP) scores are determined by comparing student performance to academic peers with similar scaled score histories within one subject area, so two students with identical scaled score histories might have different SGPs.
SGP data offers a snapshot of student learning over time and allows for comparisons among students from similar backgrounds, but should not be seen as a replacement for comprehensive assessments of learning; rather, it provides educators with tools for evaluating student progress and making decisions regarding instruction.
SGPs provide an invaluable way to measure student progress over time and identify gaps in learning that could be filled by adapting curriculum, teaching methods or instructional strategies. SGPs can also aid educators in setting school-wide and classroom goals – whether specific performance targets or an encompassing learning framework are used as guidelines – in order to enable their students to reach their full potential. In turn, this will lead to greater achievement and quality of life for all. By harnessing SGP data effectively, schools can ensure all their students are prepared for college and career readiness – while also using them as an effective communication vehicle with parents, policymakers, and the wider community.
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