- Measuring Growth
- Concept of Growth
- Growth Measures and Standard Errors
- Gain Model
- Predictive Model
- Topics in Value-Added Modeling
- Public Reports
- School Reports
- District Reports
- Comparison Reports
- Restricted Reports
- School Reports
- District Reports
- Teacher Reports
- Teacher Composite
- Teacher Value-Added
- Teacher Diagnostic
- Teacher Custom Diagnostic
- Teacher Value-Added Summary
- Teacher Diagnostic Summary
- Reports for Administrators
- Teacher Pattern Report
- Teacher/Student Equity
- Student Reports
- Student Search
- Custom Student Reports
- Student Information
- Student History
- Student Projection
- Comparison Reports
- District Value-Added Summary
- School Value-Added Summary
- School Diagnostic Summary
- School Perf Diagnostic Summary
- School Search
- Feeder Pattern Report
- Roster Verification
- Additional Resources
- General Help
While School Value-Added reports provide reliable measures of average student growth for the group of students served, the School Diagnostic reports offer important information about the growth of groups of students at different achievement levels. These reports can help you reflect on how your instructional programs are supporting the academic growth of all students.
For information on how students are placed into and excluded from achievement groups, see Technical Details.
A simple growth measure is created for each group. These values indicate the amount of academic growth students in the group made, on average, in the selected grade and subject or course. Use caution when interpreting these growth measures; the values in this report are not the result of the statistically rigorous analyses that generate growth measures for the value-added reports. For assessments analyzed with the gain model, the growth measure is the difference between the group's average score in this subject in the most recent year and the group's average score in the subject the previous year. For assessments analyzed with the predictive model, the growth measure is the difference between the group's average score on the assessment and their average expected score.
In addition to the growth measures for the most recent year, the report includes the average growth of students at this school for up to three previous years, when available. Note that these growth measures represent three prior cohorts of students, not the previous growth of the most recent year's students.
In the graph, the blue bars represent the growth for each group in the most recent year. The gold bars represent the growth of previous cohorts of students in this grade and subject or course.
If a group has fewer than eight students, no growth measure will be calculated, and no bar will appear for that group in the graph. For more information about the growth measures in the diagnostic reports, see Technical Details.
Expected Growth represents the point at which the teachers' students' scores, on average, align with expectations.
Expected Growth signifies the minimum amount of academic growth that educators should expect a group of students to make in a subject and grade or course. In general, this signifies appropriate, expected academic growth. Simply put, the expectation is that regardless of their entering achievement level, students served by each district, school, or teacher should at least make enough progress to maintain their achievement level relative to their peers. This is a reasonable target for educators who serve all types of students. Expected Growth is represented by a green line in the graph.
All growth measures on the TVAAS reports are estimates. All estimates have some amount of measurement error, which is known as the standard error. This value defines a confidence band around the growth measure, which describes how strong the evidence is that the group of students exceeded, met, or fell short of expected growth.
For more information about standard errors, see Growth Measures and Standard Errors.
In this report, the standard error is represented by black whiskers on each bar in the graph. The solid lines of each whisker mark one standard error on either side of the growth measure, and the dotted lines mark two standard errors. For information about interpreting the charts, see Interpreting the Data.
These rows list the number of assessments in each group.
For more information, see Technical Details.
Percentage of Students
These values represent the percentage of the School's students who were in each group for the selected grade and subject or course.
Viewing Bar Chart or Pie Chart
The bar chart is displayed by default. To change the chart from vertical to horizontal, choose from the Chart Orientation drop-down menu below the chart. To view the pie chart, choose from the menu below the chart.
The size of each pie slice represents the percentage of students who were in each of the achievement groups.
The slices of the chart are color-coded to indicate whether the data suggests that students in each achievement group exceeded, met, or fell short of expected growth. You'll find a legend for the color coding at the bottom of the report.
For information about interpreting the charts, see Interpreting the Data.
Growth Measure Compared to Expected Growth
At least one standard error above
Moderate evidence that the group made more growth than expected.
Between one standard error above and one standard error below
Evidence that the group made growth as expected.
More than one standard error below
Moderate evidence that the group made less growth than expected.
Not enough students to generate a growth measure.
Filtering by Student Group
By default, the report includes all of the School's students in the selected grade and subject or course who had sufficient data to be included in the report. You can use this filter to view the report for a subset of students.
To filter the list of students included in the report, click above the graph. In the Student Groups window, you can choose any combination of race, gender, and demographic groups.
If you choose more than one group within a category, the report includes students who are in either group. For example, if you choose Black or African American and Hispanic, the report includes both Black/African American students and Hispanic students.
If you choose multiple groups across categories, the report includes only students who are in the selected groups in all categories. For example, if you choose Male and Students with Disabilities, the report includes only boys who are identified as students with disabilities.
When you are finished making selections, click Submit. The report includes only those groups of students you selected.
Even when viewing a filtered group of students, placement of students into the achievement groups is still based on students' relative achievement to students statewide in the selected grade and subject or course.