Table of Contents

School 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:

  • 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.

In this report, the table includes each School's growth measures for the most recent year. These values and their associated colors come from each School's value-added reports. A white cell in the table indicates that no growth measure was available.

Comparing Growth Across Grades and Subjects

When comparing growth across grades and subjects, it's important to focus on the growth indicators rather than the growth measure values. By itself, the growth measure does not account for the amount of evidence above or below Expected Growth. In contrast, the growth indicator is based on both the growth measure and its associated standard error. The standard error provides a measure of how strong the evidence is that the students met, exceeded, or did not meet expected growth. Because both the growth measure and the standard error are accounted for in applying the colors, the growth indicators offer a fair and appropriate way to identify patterns of growth across grades, subjects, and districts.

The colors on this report match the colors on each School's Value-Added report and are applied using these rules.

ColorGrowth Index Compared to Expected GrowthInterpretation
Well Above

At least 2 standard errors above

Significant evidence that students made more progress than expected growth


Between 1 and 2 standard errors above

Moderate evidence that students made more progress than expected growth


Between 1 standard error above and 1 standard error below

Evidence that students made progress similar to expected growth


Between 1 and 2 standard errors below

Moderate evidence that students made less progress than expected growth

Well Below

More than 2 standard errors below

Significant evidence that students made less progress than expected growth

When a growth index falls exactly on the boundary between two colors, the higher growth indicator is assigned.

To view the report for a different assessment, choose from the list under the Tests/Subjects tab.

To view a School's value-added report, click on the School's name in the table.