- Measuring Growth
- School Reports
- District Reports
- Teacher Reports
- Accessing the Teacher Reports
- Teacher Value-Added
- Teacher Diagnostic
- Teacher Custom Diagnostic
- Reports for Administrators
- Student Reports
- Comparison Reports
- Additional Resources
- Admin Help
- Understanding Accounts
- Managing Accounts
- State Admin Tasks
- District Admin Tasks
- School Admin Tasks
- Changing a User's Email Address
- Resetting a User's Password
- Deactivating and Reactivating Accounts
- Sharing Account Management
- Creating Usage Reports
- General Help
A teacher's composite report combines that teacher's growth index values from all tests and subjects in the most recent year to provide a composite index, effect size, and level. Growth measures are weighted relative to the number of effective students associated with each growth measure.
The following composites are available for teachers:
- State ELA Composite
- State Math Composite
- State Overall Composite
- Local ELA Composite
- Local Math Composite
- Local Overall Composite
State composites are based on M-STEP and PSAT 8 assessments. Local composites are based on MAP, STAR, and i-Ready assessments.
Teacher reporting is available for assessments analyzed with the gain model.
Understanding the Report
The table shows the teacher's index and level. Teachers have a Composite report even if they only have reporting for a single subject.
The report also includes a table that lists all grades and subjects included in the teacher's composite index.
All subjects that contribute to the index are weighted by the number of students used in the Composite report. However, the index is not simply the average of the index values for the individual subjects. This is because a new standard error is calculated, taking all the information from the included grades and subjects into account. This standard error is likely to be smaller for composites than for the individual grades and subjects because more data is used in the calculation. As a result, teacher composite index values might differ from the simple average of growth index values for individual grades and subjects.
To calculate the effect size for each individual subject and grade, each growth measure is divided by the student-level standard deviation of growth. This value is a constant within each year subject and grade but can be different across the different year, subject, and grades. The composite effect size is a weighted average of the effect sizes based on the effective number of students. As a result, teacher effect size values might differ from the simple average of effect size values for individual grade and subjects.
The levels applied to index values indicate how strong the evidence of growth is for the students served. When more data is available, there is more evidence to determine whether the group of students exceeded, met, or fell short of expected growth. The level of the composite might differ from the levels for single subjects and grades or courses because there is more evidence when all the data is combined for the composite. With data from multiple grades and subjects, there is more evidence than for any single subject, grade, or course alone.
The levels are color-coded using the same rules that are used in the value-added reports for single subjects.
|Color||First Step: Growth Measure Compared to Expected Growth||Index||Second Step: Effect Size Compared to Threshold||Effect Size||Interpretation|
|Level 4, Exceeds||At least 2 standard errors above expected growth||2.00 or greater||At least 0.4 standard deviations above expected growth||0.40 or above||Significant evidence that the teacher's students made more progress than expected growth (index is greater than or equal to 2 and effect size is greater than or equal to 0.4)|
|Level 3, Met||No more than 2 standard errors below expected growth||-2.00 or greater||Less than 0.40 standard deviations above expected growth||Less than 0.40||Evidence that the teacher's students made progress similar to expected growth (index is greater than or equal to -2 and either the index is less than 2 or the effect size is less than 0.4)|
|Level 2, Nearly Met||No more than 2 standard errors below expected growth||Less than -2.00||No more than 0.40 standard deviations below expected growth||Between 0.40 and -0.40||Evidence that the teacher's students made less progress than expected growth (index is less than -2 and effect size is greater than or equal to -0.4)|
|Level 1, Not Met||More than 2 standard errors below expected growth||Less than -2.00||More than 0.40 standard deviations below expected growth||Less than 0.40||Significant evidence that the teacher's students made less progress than expected growth (index is less than -2 and effect size is less than -0.4)|