Table of Contents

Teacher Value-Added Summary

Understanding the Report

Due to the COVID-19 pandemic, there was no testing in the spring of 2020, so the Value-Added reports changed as follows:

  • No value-added measures are available for 2019-20. However, fall EOC scores (excluding Biology I and U.S. History) for 2019-20 are included in the 2020-21 reports.
  • District, school, and teacher value-added measures for 2020-21 were created across a two-year period because there was limited testing in the 2020 school year.

For more information about changes to reporting, see What's New in 2021 and Statistical Models and Business Rules.

Growth Index

The growth index is a reliable measure of whether students exceeded, met, or fell short of expected growth. This value takes into account the amount of growth the students made as well as the amount of evidence above or below expected growth. Specifically, the growth index is the growth measure divided by its standard error.

The table includes the growth index values for up to three years and the multi-year average, when sufficient data is available, including values from all grades and subjects or courses for which the teacher received a report in the current year and for the composite report. These values are plotted as color-coded diamonds in the growth index graph at the top of the report.

Growth Measure

Each growth measure is a conservative estimate of the academic growth a teacher's students made, on average, in a grade and subject or course. A teacher's growth measure is based on students that were linked to the teacher and the percentage of instruction. Because the growth measures are estimates, consider their associated standard errors as you interpret the values.

The growth measure is calculated differently for assessments analyzed with the gain model than it is for assessments analyzed with the predictive model.

See also: Measuring Growth.

Standard Error

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.

Expected Growth

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 vertical green line in the graph.

Teacher Composite

To view the teacher's Composite report, select a composite from the Tests/Subjects menu. A teacher's composite is a combined measure of tested subjects, grades, and courses in which the teacher received a value-added report. For more information, see Composite.