TDOE Policy
School TVAAS Composites are scores that assess growth at the school level. For 2023-24, 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 2023-24 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.
Science and Social Studies are listed as subjects that might be included in the composite, but they are not included for grade 3.
| Descriptions of Composite Types |
|---|
| Composite Type | Composite Might Include |
|---|
| Test | Subject |
|---|
| Overall | Grades 3-8 | English Language Arts, Math, Science, Social Studies |
| Literacy and Numeracy | Grades 3-8 | English Language Arts, Math |
| Literacy | Grades 3-8 | English Language Arts |
| Numeracy | Grades 3-8 | Math |
| Science | Grades 3-8 | Science |
| Social Studies | Grades 3-8 | Social Studies |
| 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. |