New study explores using GPAs to measure elementary and middle school quality

The Fordham Institute has released a report exploring the potential of using students' grade point averages (GPA) as an indicator of school quality. The study, conducted by Jing Liu from the University of Maryland, Seth Gershenson from American University, and Max Anthenelli also from the University of Maryland, examines data from Maryland and North Carolina to assess the effectiveness of GPA-based indicators.

The research suggests that GPA-based measures could serve as a valuable supplement to traditional test-based evaluations. "Overall, the results suggest that GPA-based indicators of middle school and high school readiness are a potentially valuable supplement to test-based value-added measures," states the report.

David Griffith and Amber M. Northern, who provided the foreword for the report, emphasize that standardized tests do not fully capture schools' impacts on students. They note that finding alternative indicators is challenging but necessary for a comprehensive understanding of school quality.

The study highlights several criteria for evaluating school quality indicators: validity, reliability, timeliness, fairness, and trustworthiness. It proposes that GPAs can be used to evaluate schools by measuring students' performance at their next educational institution. This approach aims to avoid incentivizing grade inflation within schools.

By focusing on subsequent GPAs rather than immediate outcomes, this method seeks to provide a broader picture of student success across all subjects. The researchers argue that this approach disincentivizes teaching to the test and promotes long-term academic growth.

Despite its potential benefits, implementing GPA-based measures faces challenges such as communicating their calculation process and ensuring compatibility with existing educational policies like ESSA.

In conclusion, while GPA-based growth should not replace test-based assessments entirely, it offers an additional perspective on student achievement and school performance.

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