- 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
Endnotes
* Kevin Carey, "The Real Value of Teachers: Using New Information about Teacher Effectiveness to Close the Achievement Gap," Thinking K-16 8, no. 1 (Winter 2004): 27.
# Dale Ballou, William Sanders, and Paul Wright, "Controlling for Student Background in Value-Added Assessment," Journal of Education and Behavioral Statistics, 29, no. 1 (2004): 37-65.
† J.R. Lockwood and Daniel F. McCaffrey, "Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement," Electronic Journal of Statistics 1 (2007): 244
‡ Kilchan Choi, Pete Goldschmidt, and Kyo Yamashiro, Exploring Models of School Performance: From Theory to Practice (CSE Report 673) (Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing [CRESST], 2006), 24.
§ Daniel P. Mayer, John E. Mullens, and Mary T. Moore, Monitoring School Quality: An Indicators Report (NCES 2001-030) (Washington, DC: National Center for Education Statistics, 2000). Source: https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001030
|| S. Paul Wright, "Advantages of a Multivariate Longitudinal Approach to Educational Value-Added Assessment Without Imputation," Paper presented at National Evaluation Institute, 2004. Available online at https://evaas.sas.com/support/EVAAS-AdvantagesOfAMultivariateLongitudinalApproach.pdf.
¶ Measures of Effective Teaching Project. "Ensuring Fair and Reliable Measures of Effective Teaching," (Seattle, WA: Bill and Melinda Gates Foundation, 2013), 13.
** This description applies to typical years' reporting. Because assessments were not administered in spring 2020, the 2020-21 reporting uses a different modeling approach. More details are available at https://tvaas.sas.com in Section 2.2.4.5 (gain model) and Section 2.3.3.1 (predictive model) of the Statistical Models and Business Rules document available at https://tvaas.sas.com/support/TVAAS-Statistical-Models-and-Business-Rules.pdf.