This study summarizes Iowa’s use of an approved growth model as part of the decision process for determining Adequate Yearly Progress (AYP), under the No Child Left Behind Act of 2001. Results for two years (2006-2007 and 2007-2008) are presented, along with the effects of using the growth calculations on AYP decisions for districts and schools.

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America’s students know and can do in various subject areas. While the assessment is essentially the same from year to year, subtle differences occur over time in administration and subgroup composition. These differences have affected Iowa’s results.

This study examines the class size component of The Iowa Early Intervention Block Grant Program (Iowa Code 256D). Using building-level cohort data, the relationship between class size and student achievement (reading and math test scores) in early elementary grades in Iowa is explored with no significant relationship found. However, among a sample limited to buildings with high populations of free or reduced price lunch eligible students, a negative non-linear relationship exists.

The Iowa Department of Education (IDE) completed a follow-up study examining the relationship between test scores and per pupil expenditures. A previous study completed by the IDE revealed an inverse correlation between district per pupil expenditures and average test scores of 11th grade students. Unlike the earlier study, this follow-up study found no correlation between average district achievement levels and per pupil expenditures.

Iowa’s growth model acknowledges the hard work teachers invest in meeting the learning needs of non-proficient students. This study looks at Iowa’s use of an approved growth model for determining Adequate Yearly Progress (AYP).