Table of Contents

School Value-Added Summary

Interpreting the Data

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

  • Teacher value-added reports were produced only for MAP Math and Reading. No other district, school, or teacher value-added measures are displayed for the 2019-20 school year.
  • District, school, and teacher value-added measures for 2020-21 M-STEP assessments were created across a two-year period, instead of a three-year period.
  • No math or ELA grade 4 measures are displayed for 2020-21.
  • No multi-year averages are displayed for district, school, or teacher reporting.
For more information about changes to reporting, see What's New and Statistical Models and Business Rules.

This report provides an overall view of growth that makes it possible to identify strengths, as well as areas of concern, across all schools within the district. When looking for patterns of growth in this report, educators should look for evidence of consistency, or a lack of consistency, across schools. A variety of growth colors for a single grade and subject or course indicates that the schools have had different levels of success in helping students make academic growth. In contrast, if most schools in the district have had less success in a particular grade or subject than you'd like to see, it's important to consider how district policies and programs may have affected student growth.

When viewing this report, you might want to consider these questions:

  • Are we serving all students adequately?
  • Are we serving all students equitably?
  • Are students in all grade levels across all schools meeting or exceeding expected growth?
  • Is the pattern of growth at the same grade level consistent from school to school? Or, does growth differ from school to school within the same grade level?
  • How are students placed in courses in one school versus another? In advanced or honors courses? Enrichment opportunities? Interventions? Support programs?
  • Are students accessing the appropriate interventions and resources differently from school to school? Are access and participation consistent across schools?
  • What is the schedule of courses? Does it fit students' needs consistently across schools?
  • Is instructional time in tested subjects consistent from school to school?
  • What professional development activities are available for teachers in various schools? Is participation in these activities consistent from school to school?