In this report, student growth percentiles and percentile growth projections/trajectories are introduced as a means of understanding student growth in both normative and a criterion referenced ways. With these values calculated, the author shows how growth data can be utilized in both a norm- and in a criterion-referenced manner to inform discussion about education quality. The author asserts that the establishment of a normative basis for student growth eliminates a number of the problems of incorporating growth into accountability systems, providing needed insight to various stakeholders by addressing the basic question of how much a student has progressed.