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Student Growth

Student Growth Percentiles

A student growth percentile (SGP) describes a student's growth compared to other students with similar prior test scores (their academic peers).

Comprehensive information about SGPs, including FAQs and a video introduction, is available on the Student Growth Percentiles web page.

Contact Information

Student Information

Student growth is the change in student achievement between two points in time (RCW 28A.405.100). Student growth refers to the learning progress made by students through instructional experiences.

The student growth process includes: setting goals for students, planning instruction and assessment, and reflecting on student progress. Student growth is a substantial factor in evaluating educators.

Student growth is the change in student achievement between two points in time. Student growth data must be a substantial factor in evaluating the summative performance for at least three of the evaluation criteria for both teachers and principals. 

For teachers, there are five components of student growth embedded across criteria three, six, and eight. They are the same state components for each of the approved instructional frameworks. 

  • SG 3.1-Establish Student Growth Goals
    Refers to individual or subgroups of students (achievement/opportunity gap)
  • SG 3.2-Achievement of Student Growth Goals
    Refers to individual or subgroups of students (achievement/opportunity gap)
  • SG 6.1-Establish Student Growth Goals using Multiple Student Data Elements
    Refers to the whole class based on appropriate standards and aligned to school goals
  • SG 6.2-Achievement of Student Growth Goals
    Refers to the whole class based on appropriate standards and aligned to school goals
  • SG 8.1-Establish Team Student Growth Goals
    Refers to the teacher as part of a grade-level, content area, or other school or district team

For school leaders, there are three components of student growth embedded in criteria three, five, and eight. They are also identical across both of the approved leadership frameworks. The components are:

  • SG 3-Provides evidence of student growth that results from the school improvement planning process.
  • SG 5-Provides evidence of student growth of selected teachers.
  • SG 8-Provides evidence of growth in student learning.

Student Growth Rubrics

More than one measure of student growth must be used in scoring the student growth rubrics and it must be determined by an analysis of evidence.

Pilot Tools & Resources

More than one measure of student growth must be used in scoring the student growth rubrics and it must be determined by an analysis of evidence.

Student Growth Impact Rating

Upon completion of the overall summative scoring process, the evaluator will combine only the student growth rubric scores to assess the certificated classroom teacher, principal or assistant principal's student growth impact rating. The student growth impact rating will be determined by the superintendent of public instruction's student impact rating scoring band.

A student growth score of "1" in any of the rubric rows will result in an overall low student growth impact rating. Evaluators must analyze the student growth score in light of the overall summative score and determine outcomes.

View our comprehensive and focused diagrams, which provide some detail on the student growth impact rating.

Case Stories

The Center for Strengthening the Teaching Profession, in partnership with OSPI convened a group of National Board Certified Teachers to discuss how these teachers are using student growth in their classroom. Read all about how student growth is impacting their teaching.

Kristen Bailey-Fogarty
Kristin Bailey-Fogarty earned her Master's in Education in 1996 and her National Board Certification in 2008. She is a Golden Apple Award Winner and contributes to CSTP's Stories From School Blog. She currently teaches reading, language arts, and history in Seattle. Read her story to learn about how Kristin is supported by her administration while she works on gathering student growth data.

Heather Byington
Heather Byington is a National Board Certified Teacher who teaches fourth grade at Lydia Hawk Elementary School with North Thurston Public Schools. She is a teacher leader who has spent her entire career teaching diverse populations and has expertise in the area of bilingual education. Read about what happens when Heather asks her kids to make inferences.

Mark Gardner
Mark Gardner is a National Board Certified Teacher in English Language Arts and currently teaches English at Hayes Freedom High School in the Camas School District. Over the last eight years, he has worked as a Teacher on Special Assignment focusing on new educator induction and the implementation of TPEP in Camas. Mark is also a state ICFFS for the Marzano framework and has designed and delivered training modules around TPEP, student growth, evidence and artifacts as part of the WEA teacher-leader cadre. Read Mark's student growth story.

Tracy Krause
Tracy Krause is a National Board Certified Teacher at Tahoma High School in Maple Valley. He has been involved in committee work for OSPI, NASPE, AAHPERD, and the National Board for Professional Teaching Standards, having co-chaired the recent NBPTS standard revisions for physical education. Read about how Tracy's perception of Student Growth has changed over the course of his teaching career.

Beth McGibbon
Beth McGibbon, National Board Certified Teacher, has taught social studies at Shadle Park High School in Spokane since 1991. For the past four years, Beth has taught AP World History to sophomores. She also serves as a state ICFFS trainer for the Marzano framework. Read about how Beth empowers her students to grow.

Lindsey Stevens
National Board Certified Teacher, Lindsey Stevens, currently teaches high school in the Sumner School District. She works hard to implement the Common Core Standards in her classroom and completed a comprehensive TPEP evaluation during the 2012-2013 school year. Read about how Lindsey had to reflect on her teaching practice when her student growth data didn't show her exactly what she was expecting.

Pamelia Valentine
Pamelia Valentine is a National Board Certified Teacher in Early Adolescent and Young Adult Visual Arts and currently the Washington State Co-President elect for the Washington Arts Educational Board. She was Washington State's 2013 ESD 113 Regional Teacher of the Year and Washington State Middle Level Art Teacher of the Year. Pamelia currently teaches in the Shelton School District. Read about how Pamelia tracked her student growth data.

Tom White
Tom White has taught elementary education for the past thirty years. Currently he teaches fourth grade in Lynnwood, WA and is a National Board Certified Teacher in Middle Childhood Generalist. He also writes for two educational blogs:, which deals with education policy, and CORElaborate, which deals with implementation of the Common Core. Read about Tom's take on student growth.

Sarah Applegate
National Board Certified Teacher and Teacher Librarian, Sarah Applegate, worked at River Ridge High School in North Thurston Public Schools. Sarah also serves in many additional roles including part-time instructional coach supporting the collaborative work of the English Language Arts and Social Studies Teachers. Read about the intentional changes their PLC made to create a new culture of work, collaboration, and authentic exchange.

Katie Brown
As an ELL Specialist and Instructional Coach, Katie Brown works at Shuksan Middle School in Bellingham School District. She is devoted to meeting the needs of language learners and has created a website full of videos and resources. Katie was named the 2014 Washington State Teacher of the Year, which was a direct result of the collaborative work described in this case study.

Betsy Cornell
Betsy Cornell works in the Moses Lake School District as the Coordinator for TPEP, National Board, Pro-Teach, and New Teacher Training. She is a NBCT and previously taught 7th grade English for 14 years, also with the Moses Lake School District. Betsy's case story focuses on a highly functioning, diverse professional learning community. Take a peek into a highly functioning, very diverse PLC and witness what happens in the eventual turnover in staff in this case study.