What are the key takeaways of this study?

• This study compared student performance on district-created common assessments to achievement on the ACT using data from 8,618 students in grades 9-11.
• District-created interim assessments were strongly correlated with concurrent ACT performance in all four subjects (English, Reading, Math, & Science).
• Across all subjects, a gain of 10 points on interim common assessments was associated with students being about 50% more likely to hit their ACT benchmark.
• Growth on district-created bi-weekly skill checks reflected underlying growth measured by ACT, primarily in English.
• District-created common assessments, implemented in Formative, can be a flexible and effective way to measure student achievement.

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