A lot of people are familiar with the term “big data,” which refers to massive amounts of information that can be analyzed and interpreted. However, the term “small data” is also used in relation to datasets that are not as large as those associated with big-data analysis. Small-data research focuses on the analysis of datasets that are relatively easy to manage, compared to the scale and volume of information that is often referred to as big-data. Small-data research uses more streamlined tools and methodologies for collecting, processing and analyzing data.
In order to understand the role of small-data in education, it is important to first understand what it measures and how it is collected. The statewide growth indicator (SGI) is a single measure that provides a snapshot of student progress at the state level. It is calculated by comparing a student’s MCAS scores from one assessment to his or her MCAS scores on another assessment in the same grade. It is a relative score that indicates how much a student’s test performance has improved or declined in comparison to the average of his or her academic peers.
The SGI is measured on a 1-99 scale, with lower numbers indicating less relative growth and higher numbers indicating greater relative growth. The SGI is reported for all students at the school, district, and statewide levels, as well as for subgroups within schools or districts (e.g., students with disabilities). The SGI also is reported by subject area.
It is important to note that the SGI only reflects a student’s current performance and does not account for past performances. For this reason, it is important to consider a student’s long-term performance as well when making decisions about how to support students.
While the SGI is an effective tool for assessing student progress, it is important to remember that this is only one measure of a student’s overall achievement and does not take into account other factors such as classroom instruction or extracurricular activities. It is also important to note that the SGI does not indicate a student’s ability to apply knowledge or skills to new situations, nor does it measure other types of growth, such as social-emotional development or creativity. It is for these reasons that the SGI should be used only as one component of a comprehensive evaluation system. Having said that, the SGI can help guide educators in their decisions about which students to keep and which to let go. Providing students with access to accurate and timely educational data is an important step in this process. This data should be analyzed and utilized appropriately to ensure that all students are receiving the education they deserve.