value-added report interpretation and faqs
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Value-Added Report Interpretation and FAQs. Minnesota Report Example. Sample Report Review. Page 1. Reporting Period and Context. Table of Contents. Color Coding Explanation. Page 2. School-Level Value-Added Estimates. Grade-Level Value-Added Estimates. - PowerPoint PPT PresentationTRANSCRIPT
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VALUE-ADDED REPORT INTERPRETATION AND FAQS
Minnesota Report Example
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Sample Report Review
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Page 1
Color Coding
Explanation
Table of Contents
Reporting Period and
Context
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Page 2
School-Level Value-Added
Estimates
Grade-Level Value-Added
Estimates
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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
School-Level Value-Added
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
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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
Grade-Level Value-Added
58.7
68.3
171.9
187.5
55.9 200.1
Grade-Level Value-Added
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?
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Value-Added on the MCA
Grade 3 Summer Grade 4 Summ
er Grade 5 Summer Grade 6
April April April April
4th GradeValue-Added
5th GradeValue-Added
6th 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?
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Page 2 BottomGrade-Level Value-Added
FAQ 2:How do I interpret the
“Up-To-3-Year Average”?
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
Grade-Level Value-Added
58.7
68.3
171.9
187.5
55.9 200.1
Grade-Level Value-Added
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
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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?
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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 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.
2010-2011 5th Graders
2010-2011 6th Graders
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.
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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 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
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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
Grade-Level Value-Added
58.7
68.3
171.9
187.5
55.9 200.1
Grade-Level Value-Added
58.7
68.3
171.9
187.5
55.9 200.1
Page 2 BottomGrade-Level Value-Added
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?
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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
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Page 2 BottomGrade-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
Grade-Level Value-Added
58.7
68.3
171.9
187.5
55.9 200.1
Grade-Level Value-Added
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?
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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
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Page 3
School-Level Value-Added
and Achievement
Scatter Plot Interpretation
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Page 3 Scatter Plots
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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
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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
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Page 4 (or 4 & 5 for large grade span schools)
Grade-Level Value-Added
and Achievement
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Page 4 Example (Grade 4)
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Last Page
1-5 Value-Added
Scale
Control Variables in the Model