- Measuring Growth
- Public Reports
- Restricted 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
Teacher Diagnostic
Technical Details
Placing Students into Achievement Groups
Students are placed into three groups based on their achievement.
When the graph shows five groups, group 1 includes students whose achievement falls into the lowest 20% of the state distribution, group 2 includes students whose achievement falls between the 20th and 40th percentiles, and so on.
When the graph shows three groups, group 1 includes students whose achievement falls into the lowest third of the state distribution, group 2 includes students whose achievement falls in the middle third, and group 3 includes students whose achievement is in the top third.
For all assessments, more than a single test score is used to place students into groups. Using more data minimizes the effect of measurement error and helps ensure that students are placed into achievement groups appropriately.
Students are divided into three equal groups based on where their achievement in the selected subject falls in the state distribution.
For all assessments, more than a single test score is used to place students into groups. Using more data minimizes the effect of measurement error and helps ensure that students are placed into achievement groups appropriately.
The model used to analyze the selected assessment determines how we define achievement. See assessments analyzed with the gain model and assessments analyzed with the predictive model.
| Model | How Achievement is Defined |
| Gain Model | The average of a student's two most recent scores in the selected subject. For example, in a report for sixth-grade math, students are placed into achievement groups based on the average of their fifth-grade and sixth-grade math scores. If a student's fifth-grade math score is missing, that student is not placed into an achievement group on this report. |
| Predictive Model | Where the student's expected score falls in the state distribution for that grade and subject or course. Students who lack sufficient data do not have expected scores and therefore are not included in achievement groups on this report. For all tests, students must have three prior assessment scores across grades and subjects to have expected scores. |
- Students Not Used in Analysis are not included in the Teacher Custom Diagnostic report, and not used in the Value-Added analysis. This can happen for several reasons. For example, it happens when students don't have sufficient past test scores, or their current-year scores had to be excluded for business reasons.
- Students Not Used in Report are not included in the Teacher Diagnostic report but are used in the Value-Added analysis. This happens when students who have sufficient past test scores for the analysis either don't have scores from the previous year, or their previous year's scores had to be excluded for business reasons.
Teacher Custom Diagnostic
Students are placed into three equal groups based on where each student's achievement falls in the distribution of students that you selected. The Low group includes the students whose achievement falls into the lowest third of students you selected. The High group includes the students whose achievement falls into the highest third of students you selected.
The model used to analyze the selected assessment determines how we define achievement. See assessments analyzed with the gain model and assessments analyzed with the predictive model.
| Model | How Achievement is Defined |
| Gain Model | The average of a student's two most recent scores in the selected subject. For example, in a report for sixth-grade math, students are placed into achievement groups based on the average of their fifth-grade and sixth-grade math scores. If a student's fifth-grade math score is missing, that student is not placed into an achievement group on this report. |
| Predictive Model | Where the student's expected score falls in the state distribution for that grade and subject or course. Students who lack sufficient data do not have expected scores and therefore are not included in achievement groups on this report. For all tests, students must have three prior assessment scores across grades and subjects to have expected scores. |
- Students Not Used in Analysis are not included in the Teacher Custom Diagnostic report, and not used in the Value-Added analysis. This can happen for several reasons. For example, it happens when students don't have sufficient past test scores, or their current-year scores had to be excluded for business reasons.
- Students Not Used in Report are not included in the Teacher Diagnostic report but are used in the Value-Added analysis. This happens when students who have sufficient past test scores for the analysis either don't have scores from the previous year, or their previous year's scores had to be excluded for business reasons.
Generating Growth Measures
Once students are placed into groups, a simple growth measure is generated for each group. A group must have at least eight students for a growth measure to be generated.
For all assessments, a growth measure of 0.0 represents meeting expected growth.
It's important to remember that these simple growth measures do not come from the robust analytic models that generate the growth measures on the value-added reports. As a result, you'll want to exercise some caution when interpreting the data. Specifically, focus on the relative pattern of growth across groups rather than rely too heavily on any one value. Because the growth measures are estimates, consider their associated standard errors as you interpret the values.
The model used to analyze the selected assessment determines how we generate growth measures. See assessments analyzed with the gain model and assessments analyzed with the predictive model.
| Model | How Growth Measures are Generated |
| Gain Model | The growth measure is the difference between the group's most recent average score in this subject and its prior average score in the same subject. The growth measures for these assessments are expressed in state NCEs. Differences in student counts within each year can cause slight shifts in the NCEs for prior years. For more information see Why Students' NCEs Might Change. |
| Predictive Model | The growth measure is the difference between the group's average score and their average expected score in the selected subject or course. The growth measures for these assessments are expressed in scale score points. |