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Report School Evaluation Composites, School Gary Hardin Academy, District Sevier County, Test TCAP (Grades 4-8)/EOC/Early Grades (Grade 3)

2018-2019 Composite Trends
Composite TypeOne-Year Trend*
IndexEffectiveness Level
Overall-4.491
Literacy and Numeracy-2.731
Literacy-2.241
Numeracy-1.662
Social Studies-3.791
*Year Trend
Educators using school composites for the growth component in the Tennessee Educator Acceleration Model (TEAM) select a school composite from the available options; all school composites use data from the most recent year (2018-19).

TDOE Policy
School TVAAS Composites are scores that assess growth at the school level. For 2018-19, school composites are used for the evaluation of educators who require school reporting. Scores will be reported on a 1-5 scale. The table above reports the 2018-19 school composites.

Note: The subjects listed for the CTE concentrator and CTE student composite include all the EOC subjects with value-added estimates. Some of these subjects might be excluded from CTE concentrator and CTE student composite if there were not enough CTE participants to produce a reliable estimate.

Descriptions of Composite Types
Composite TypeComposite Might Include
TestSubject
OverallEOCAlgebra II, English II, Geometry, U.S. History
Literacy and NumeracyEOCAlgebra II, English II, Geometry
LiteracyEOCEnglish II
NumeracyEOCAlgebra II, Geometry
Social StudiesEOCU.S. History
Rules for Determining Effectiveness Level
Level 5, Most Effective: Significant evidence that the school's students made more growth than expected (the school's index is 2 or greater).
Level 4, Above Average Effectiveness: Moderate evidence that the school's students made more growth than expected (the school's index is between 1 and 2).
Level 3, Average Effectiveness: Evidence that the school's students made growth as expected (the school's index is between -1 and 1).
Level 2, Approaching Average Effectiveness: Moderate evidence that the school's students made less growth than expected (the school's index is between -2 and -1).
Level 1, Least Effective: Significant evidence that the school's students made less growth than expected (the school's index is less than -2).
Note: When an index falls exactly on the boundary between two levels, the higher level is assigned.