Abstract
This study investigated convergent validity evidence for student growth scores with high school course grades. The Measures of Academic Progress and Educational Planning and Assessment System growth scores for approximately 1,800 ninth-grade students over 2 years were related to language, arts, and mathematics course grades for developmental, standard, and honors courses. For mathematics, the results indicated that students in honors courses demonstrated more test score growth than students in standard courses, and students with “As” and “‘Bs” demonstrated more test score growth than students with “Ds” and “Fs.” These relationships were not shown between growth scores and grades in English courses. In addition, the relatively high percentage of negative growth scores for honors students in both mathematics and English courses suggest that more investigation is needed about the use and validity of these growth scores.
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