If implementation of the APPR policy were to achieve its stated goals, then NWEA assessment results should show:
Growth within each school year improved between the year before the program's implementation and the 2013-14 school year, which represented the third year of the APPR program.
For example, the proportion of students with above-average achievement and growth improved from about 34% of the sample to 48% of the sample between the year before APPR implementation and the end of the study period.
Conversely, spring mathematics achievement improved in the first year of APPR implementation, and New York students maintained that level of performance though 2013-14.
However, mathematics achievement and growth results indicate consistent improvements in student outcomes during the APPR program.
Thus, the observed discrepancy in achievement and growth is likely a result, at least in part, of changes to the types of students tested in later years of the APPR program.
For example, APPR was not the only major reform implemented during this time period.
Nevertheless, evidence that improvements in student achievement and growth coincided with the implementation of APPR during this time period is relevant and worth our attention because the debate over using test results in performance evaluation so far has lacked data about how these policies affected student achievement.
While the process of teacher evaluation changed dramatically, the results of teacher evaluations in New York changed little after APPR was implemented.