- Measuring Growth
- Public Reports
- Restricted Reports
- School Reports
- District Reports
- Teacher Reports
- Student Reports
- Comparison Reports
- Roster Verification (RV)
- Getting Started
- Specifying Instructional Responsibility
- All Actions by Role
- All Actions for Teachers
- All Actions for School Administrators or Roster Approvers
- Manage teachers' access to RV
- Assign other school users the Roster Approver permission
- View a teacher's rosters
- Take control of a teacher's rosters
- Mark rosters as eligible or ineligible
- Add and remove rosters for a teacher
- Copy a roster
- Apply a percentage of instructional time to every student on a roster
- Batch print overclaimed and underclaimed students
- Remove students from a roster
- Add a student to a roster
- Return a teacher's rosters to the teacher
- Approve a teacher's rosters
- Submit your school's rosters to the district
- All Actions for district admin or district roster approvers
- Assign other district users the Roster Approver permission
- Take control of a school's rosters
- View a teacher's rosters
- View the history of a teacher's rosters
- Edit a teacher's rosters
- Mark rosters as eligible or ineligible
- Add and remove rosters for a teacher
- Copy a roster
- Apply a percentage of instructional time to every student on a roster
- Batch print overclaimed and underclaimed students
- Return a school's rosters to the school
- Approve rosters that you have verified
- Submit your district's rosters
- Understanding the RV Pages
- Viewing the History of Actions on Rosters
- Additional Resources
- General Help
Misconception: There is a fixed number of districts, schools, and teachers for each effectiveness level.
The TVAAS value-added measures are based on one of two models depending on the test. In both models, expected growth is based on the statewide pool of test-takers for the subject subject/grade/year (or subject/year for EOC) of interest. More specifically, in both models, expected growth is based on the average amount of growth observed in the state. However, regardless of model, there is not a set distribution or fixed number of districts, schools, and teachers for each effectiveness level.
TVAAS in Theory
Due to differences in tests and when students take each test, there are two different value-added models used to measure growth. While similar in concept, the models differ in the precise way that "growth" is determined. A short explanation of each is provided below:
- For EOC and TCAP grade 3, Science, and Social Studies assessments, expected growth is that students with a district, school, or teacher made the same amount of growth as students with the average district, school, or teacher in the state for that same year/subject/grade. If not all students are taking an assessment in the state, then it might be a subset.
- For TCAP Mathematics and English Language Arts in grades 4–8, expected growth is that students maintained the same relative position with respect to the statewide student achievement from one year to the next in the same subject area. As an example, if students' achievement was at the 50th NCE in 2021 grade 4 Math, based on the 2021 grade 4 Math statewide distribution of student achievement, and their achievement is at the 50th NCE in 2022 grade 5 Math, based on the 2022 grade 5 Math statewide distribution of student achievement, then their estimated gain is 0.0 NCEs.**
With either approach, the value-added measures tend to be centered on expected growth every year with approximately half of the district/school/teacher estimates above zero and approximately half of the district/school/teacher estimates below zero.
However, it should be noted that there is not a set distribution of the value-added measures and being centered on expected growth does not mean half of the measures would be in the positive levels and half would be in the negative levels since many value-added measures are indistinguishable from the expectation when considering the statistical certainly around that measure.
TVAAS in Practice
The distribution of effectiveness level based on single-year 2019 TVAAS measures for teachers across subjects and grades is provided below, and this information illustrates that the distribution can vary by subject and grade with the majority of teachers' students meeting or exceeding expected growth. The actual distribution depends on the extent to which there are measurable differences among districts, schools, and teachers, and the exact distribution in a subject/grade can vary from year to year.
As the figure below also illustrates, the percentage of reports considered either Level 1 or 2 is similar to those considered Level 4 or 5.
DISTRIBUTION OF TEACHER EFFECTIVENESS LEVELS BY SUBJECT AND GRADE
