Table of Contents

School Accountability Value-Added Report

This report provides a set of overall growth data for the selected school, including

  • Value-added measures that are used in the growth component of the state's report cards for school
  • Data from the value-added analyses displayed by grade and subject

Report Card Value-Added Measures

The table at the top of the report lists value-added measures used in the growth component of the Ohio A-F Report Card system. It includes the index values for the Overall measure and for the Gifted, Lowest 20%, and Students with Disabilities subgroups. The column on the right lists the letter grade for each index.

Overall: The overall measure in this section is based on the growth of the school's OST Accountable students in OST mathematics, English Language Arts, science, and social studies, and OST end-of-course subjects in which a growth measure is provided.

Gifted, Lowest 20%, and Students with Disabilities: Value-added measures are provided for gifted students, students whose performance fell in the lowest 20% in the state, and students with disabilities. Students included in the categories of Gifted and Students with Disabilities were identified for inclusion based on demographic information provided by ODE.

Growth measures and standard errors are not reported with across-grade and across-subject index values because each assessment uses a different scale and the value-added measures for individual assessments are reported in the scaling units of the test.

In calculating the index values across grades and across subjects, the growth measures for each subject and grade or course are weighted based on the number of students used to generate each measure.

Determining Lowest 20%: Students might have met the criteria for one or more subjects.

  • For assessments analyzed with the gain model, students included in the category of Lowest 20% were identified by averaging their current and previous year scores in each subject, separately. If the average of the two scores fell in the lowest 20% for a subject and grade in the statewide distribution of students tested in the current year, they were used in the calculation for that subject. Students who did not have both current and previous year scores for a subject were not included in the calculation.
  • For assessments analyzed with the predictive model, students included in the category of Lowest 20% were identified by their expected scores.

Grade/Subject Level Measures

The bottom table displays data for individual grades, subjects, and courses, along with across-grade and across-subject measures. For individual grades, subjects, and courses, the table lists the number of students included in the analyses, the growth measure, as well as the standard error, both expressed to four decimal places. The color-coded column on the right lists the index. The index is the growth measure divided by its standard error.

To protect student privacy, and comply with the Family Educational Rights and Privacy Act (FERPA), data points are replaced with N/A in grades, subjects, and courses with fewer than 10 students. A minimum of six students is necessary to produce value-added results.

Letter Grades and Colors

Letter grades and color coding are applied based on the gain index using the following rules.

Letter GradeGain Index ValueInterpretation
A2.00 or higherSignificant evidence that students made more progress than expected growth
BBetween 1.00 and 2.00Moderate evidence that students made more progress than expected growth
CBetween -1.00 and 1.00Evidence that students made progress similar to expected growth
D

Between -2.00 and -1.00

Moderate evidence that students made less progress than expected growth

FLess than -2.00Significant evidence that students made less progress than expected growth
When an index falls exactly on the boundary between two levels, the higher level is assigned.