Value-Added Report Interpretation and FAQs

VALUE-ADDED REPORT INTERPRETATION AND FAQS

Minnesota Report Example

Sample Report Review

Page 1

Color Coding

Explanation

Table of Contents

Reporting Period and

Context

Page 2

School-Level Value-Added

Estimates

Grade-Level Value-Added

Estimates

Page 2 TopSchool-Level Value-Added

NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)

VALUE-ADDED ESTIMATES VALUE-ADDED ESTIMATES

Past Academic Year 2010-2011 Up-To-3-Year Average

1 2 3 4 5 1 2 3 4 5

READING

MATH


182.9

182.9

559.4

559.41.6 1.7

2.5 2.5

Past Academic Year

Up-To-3-Year Average

Subject

Level of Analysis

Value-Added Estimate• Point Estimate (number in

color-coded bubble)• 95% Confidence Interval (black

line)

1-5 Scale 1-5 Scale

Number of students included

in the analysis

NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)



1 2 3 4 5 1 2 3 4 5

READING

MATH


58.7

68.3

171.9

187.5

55.9 200.1


58.7

68.3

171.9

187.5

55.9 200.1

Page 2 BottomGrade-Level Value-Added

3.3 4.3

2.1 1.9

2.6 2.1

Grade 4

Grade 5

Grade 6

1.6 1.8

1.1 0.7

3.8 4.1

Grade 4

Grade 5

Grade 6

FAQ 1:Which school year is

this?

Value-Added on the MCA

Grade 3 Summer Grade 4 Summ

er Grade 5 Summer Grade 6

April April April April

4th GradeValue-Added



4th grade example: “Starting knowledge” is the April 2010 3rd grade test. “Ending knowledge” is the April 2011 4th grade test. This aligns to growth in the 2010-2011 4th grade school

year. Why don’t we have 3rd grade Value-Added in

Minnesota?


FAQ 2:How do I interpret the

“Up-To-3-Year Average”?

NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)



1 2 3 4 5 1 2 3 4 5

READING

MATH


58.7

68.3

171.9

187.5

55.9 200.1


58.7

68.3

171.9

187.5

55.9 200.1

3.3

2.1

2.6

Grade 3

Grade 4

Grade 5

1.6 1.8

1.1 0.7

3.8 4.1

Grade 3

Grade 4

Grade 5

4.3

1.9

2.1

NOT Jimmy as he goes through three consecutive school years 3rd grade to 4th grade 4th grade to 5th grade 5th grade to 6th grade

4th grade team with 2008-09 cohort

(3rd grade to 4th grade) 2009-10 cohort

(3rd grade to 4th grade) 2010-11 cohort

(3rd grade to 4th grade) Keep teacher mobility

in mind

Does not follow individual students for 3 years

Represents the 4th grade teaching team over three cohorts of students

What Does “Up-To-3-Year Average” Mean for the 4th Grade?

NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)



1 2 3 4 5 1 2 3 4 5

READING Grade-Level Value-Added

20

20

60

60

20 60

Grade 4

Grade 5

Grade 6

What Does “Up-To-3-Year Average” Mean?

2010-2011 4th Graders

The “Past Academic Year” represents longitudinal growth over a single school year.

10-11 4th Gr.

09-10 4th Gr.

08-09 4th Gr.



10-11 5th Gr.10-11 6th Gr.

09-10 5th Gr.09-10 6th Gr.

08-09 5th Gr.08-09 6th Gr.

The “Up-To-3-Year Average” represents average longitudinal growth of three different groups of students at each grade level.

NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)



1 2 3 4 5 1 2 3 4 5

READING Grade-Level Value-Added

What Does “Up-To-3-Year Average” Mean?

Which grade-level teaching team… Was most effective in the 2010-2011 school year? Was most effective over the past three school years? Was more effective in 2010-2011 than in the past?

48.5

44.5

146.0

141.1

46.0 147.8

4.1 0.9

3.4 3.5

4.4 2.8

Grade 4

Grade 5

Grade 6

NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)



1 2 3 4 5 1 2 3 4 5

READING

MATH


58.7

68.3

171.9

187.5

55.9 200.1


58.7

68.3

171.9

187.5

55.9 200.1


3.3

2.1

2.6

Grade 4

Grade 5

Grade 6

1.6 1.8

1.1 0.7

3.8 4.1

Grade 4

Grade 5

Grade 6

4.3

1.9

2.1

FAQ 3:Does this show student growth

to go from red to yellow to green over time?

Value-Added, Not Achievement

Grade 4

1.1

61

READING

Grade 5 63

Grade 6 60

3.0

4.8

3

Grade 4 3.861

MATH

Grade 5 63

Grade 6 60

3.9

3.9

3 In your

groups: Describe this

school’s math performance

Describe this school’s reading performance


NUMBER OFSTUDENTS

(WEIGHTED)

NUMBER OFSTUDENTS

(WEIGHTED)



1 2 3 4 5 1 2 3 4 5

READING

MATH


58.7

68.3

171.9

187.5

55.9 200.1


58.7

68.3

171.9

187.5

55.9 200.1

3.3

2.1

2.6

Grade 4

Grade 5

Grade 6

1.6 1.8

1.1 0.7

3.8 4.1

Grade 4

Grade 5

Grade 6

4.3

1.9

2.1

FAQ 4:Why are there non-integer numbers of

students?

Mobile Students

If a student is enrolled in more than one school between the beginning of the school year and the spring MCA administration, each school gets credit for a portion of the student’s growth.

Grade 4

Beginning of School Year

School A School B

40% Attributed to B

60% Attributed to A

April MCA

Page 3


and Achievement

Scatter Plot Interpretation

Page 3 Scatter Plots

How to Read the Scatter Plots

1 2 3 540

20

40

60

80

100

Value-Added (2010-2011)

Per

cen

t P

rof/

Ad

v (2

010)

These scatter plots are a way to represent Achievement and Value-Added together

Ach

ievem

ent

Value-Added

How to Read the Scatter Plots

1 2 3 540

20

40

60

80

100

Value-Added (2010-2011)

Per

cen

t P

rof/

Ad

v (2

010)

Schools in your district

A

A. Students know a lot and are growing faster than predicted

B

B. Students are behind, but are growing faster than predicted

C

C. Students know a lot, but are growing slower than predicted

D

D. Students are behind, and are growing slower than predicted

E

E. Students are about average in how much they know and how fast they are growing

Page 4 (or 4 & 5 for large grade span schools)


and Achievement

Page 4 Example (Grade 4)

Last Page

1-5 Value-Added

Scale

Control Variables in the Model

Documents

Value-Added Report Interpretation and FAQs