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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:
- No value-added measures are available for 2019-20. However, fall grade 3 and fall EOC scores for 2019-20 are included in the 2020-21 reports.
District, school, and teacher value-added measures for 2020-21 were created across a two-year period because there was limited testing in the 2020 school year.
No multi-year measures or composites for districts, schools, teachers for 2020-21 are available. All prior-year composites have been removed.
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 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?