Oregon’s plan places a strong weight on student achievement and growth.


It proposes to include a simple measure of student achievement and a normative growth model. The state plans to give more weight to academic growth (44 percent of a school’s rating) than academic proficiency (22 percent) in the accountability system. The growth measure applies only to elementary and middle schools.

Oregon’s growth model – Student Growth Percentiles (SGP) – compares the progress students make against their similarly performing peers. However, this does not ensure students cover the content they need to master to stay on track toward mastery at graduation. Oregon deserves credit for pairing this type of growth model with a clean measure of achievement, but placing such a strong weight on SGP scores could dilute the benefits of having strong state standards if they play a much smaller part in school ratings.


Oregon will use two indicators for English learner progress toward proficiency.


One will measure the percentage of English learners on track to English proficiency, and the other will measure growth as measured by median growth percentiles. Depending on the student, Oregon set English-language proficiency targets of up to seven or eight years, which sets a low bar for exiting English-learning students.




Arizona’s plan places a strong weight on student achievement and growth by combining a clear measure of student achievement with two different measures of student growth; one that compares students to each other and one that compares them to a common benchmark.


Choose a state to see their plans around academic progress: