DS (3rd grade) growth in math from Fall to Spring was 8 points. With the NWEA norms, I was able to calculate that this is at the 22 percentile for growth for the school year.
Don’t gifted kids typically learn faster? My DS usually just needs to be shown a math concept once and he gets it. If he’s appropriately challenged, shouldn’t his growth be higher than average not lower?
His teacher is happy with his scores and said he’s showing growth so he’s learning. She also said he’s “doing well” and “appropriately placed”.
You might want to meet with the teacher specifically to ask questions regarding the amount of growth. For example: What is the growth target or goal for students with different beginning scores? What is the average overall growth target or goal for the classroom? For the grade level? Where does your child's growth fall, as compared with others? Etc.
Gather as much information as you can.
This would NOT be a time to
divulge information, such as your calculations or research, just
gather information. In other words it is OK to play dumb. Ask questions, jot down the answers, and ask follow-up questions to show you are processing what the teacher is explaining. When the teacher's explanation has confirmed your belief that your child's growth is less-than-average, then you can begin to ask whether your child's growth goal ought to be higher.
Please keep in mind that under common core, US public school teachers are evaluated on closing achievement gaps, and excellence gaps.
Extensive data collection tracks their ability to close gaps within their classroom. Under common core, school ratings/rankings are also based on closing gaps. This is often accomplished by capping the growth of students at the top.
This
post helps explain why gaps may never be closed, despite a school's efforts.
