S TATE S UMMARY R EPORT Compares the district with others across the state in a particular subject. Mean NCE Gain Over Grades measures the progress of a system's average student in grades four through eight. The system's three-year average NCE Gain is compared to both the Growth Standard and the State three-year average. Total Progress of Current 8th Graders These two columns show how students in the districts percentiles compare to other students in the state. The percentiles demonstrate today's eighth-graders based on their third-grade position. 9
S TATE S UMMARY R EPORT 10 Reading/Language Progress Since 3rd Grade of Current 8th Graders Science Progress Since 3rd Grade of Current 8th Graders Social Studies Progress Since 3rd Grade of Current 8th Graders
S TUDENT OR S CHOOL S EARCH Search by name Only search for schools or students within your district 11
12 C USTOM S TUDENT R EPORTS Select Custom Student Report 12
ACT M ATH 19 32 TVAA reports that 380 8 th graders have a 0% to 70% chance of making a 17 on the ACT test and provides a list of those students. This same report can predict those who will have a composite score of 21 on the ACT and be eligible for the HOPE Scholarship.
R EADING THE D IAGNOSTIC R EPORT 37 Which group made the greatest gain in 2008? The least gain?
R EADING THE D IAGNOSTIC R EPORT 38 Which group made the greatest gain over the 3 cohort year? The least gain?
R EADING THE D IAGNOSTIC R EPORT 39 Where can I find a percentage chart for 2008? For the 3 Cohort years?
U TILIZING THE D IAGNOSTICS R EPORT Use this report for diagnostic purposes only and not for accountability. NOTE: When interpreting this report, use caution; the subgroup mean scores come from a liberal statistical process and are less conservative than the estimates of a school's influence on student progress found in the School Value Added Report. 40
P ATTERNS OF G ROWTH Provides an indication of the effectiveness of schools based on School Diagnostic Reports. 41
42 4 P ATTERNS OF G ROWTH Reverse Shed-Low achieving students have not maintained a years growth, while high performing students have made more than a years growth. Shed Pattern- High achieving students have not maintained a years growth, while low performing students have made more than a years growth. 42
43 P ATTERNS OF G ROWTH Tent Pattern- high and low performing students are not maintaining a years growth. Optimal Pattern- All students make positive gains with the low achieving students making the most gain. 43
44 N ARROW CURRICULAR FOCUS CAN CAUSE A REVERSE SHED PATTERN LIKE THIS REPORT. 44
R EADING THE R EVERSE S HED P ATTERN This pattern reveals more than a years growth for high-performing students, while the low-achieving group has not maintained a years growth. 46
T HE T ENT P ATTERN This pattern shows more than a years growth for average students, while both high- and low-performing groups are not maintaining a years growth. Low-performing students are falling further behind. 47
R EADING THE T ENT P ATTERN This pattern reveals more than a years growth for middle-performing students, while the low-achieving group and the high- achieving group have not maintained as much growth. 50
T HE O PTIMAL P ATTERN This is the optimal pattern with all students making positive gains. Low-achieving students are making the most gains. Over time this pattern has the potential to close the achievement gap. 51
R EADING THE O PTIMAL P ATTERN This pattern reveals more than a years growth for low-performing students, while the middle- achieving group and the high- achieving group have not maintained as much growth. A true Optimal pattern has all groups performing above the growth scale. 54
D IAGNOSTIC R EPORTS ARE AVAILABLE BY SUBGROUPS 55
56 Performance Diagnostic Report Students are assigned to a performance level on the basis of their predicted score, assuming they have the average schooling experience. Performance levels are not assigned based on a single score, or a bias will be introduced into the results. Tennessee uses the predicted score (a function of multiple scores and less likely to introduce bias) for this diagnostic report. 56
N EED H ELP ? On each screen, click HELP if terminology, graphs, or data need further clarification. 65
66 K NOW THE C URRICULAR S TANDARDS Grade Below Teaching Grade Grade Above 66
67 E XAMPLE OF G OOD S TUDENT O PPORTUNITIES Quintiles Mean Gain 67
68 W HAT DO WE KNOW ABOUT TEACHERS ? Teaching effectiveness improves with experience. In many classrooms, 2/3 of the students make appropriate progress. Teachers need Knowledge of content Intra-classroom assessment skills Differentiated instruction 68