Table of Contents

Decision Dashboard

Interpreting the Data

The data in this report is color-coded so that patterns can be identified easily. The value-added colors have the same meaning here as on the value-added reports. For more information, see School Value-Added.

ColorGrowth Index Compared to Expected GrowthInterpretation
Exceeds Expected Growth

At least 2 standard errors above

Significant evidence that the group of students exceeded expected growth

Meets Expected Growth

Between 1 and 2 standard errors above

Moderate evidence that the teacher's students made more progress than expected growth

Meets Expected Growth

Between 1 standard error above and 1 standard error below

Evidence that the teacher's students made progress similar to expected growth

Meets Expected Growth

Between 1 and 2 standard errors below

Moderate evidence that the group of students did not meet expected growth

Does Not Meet Expected Growth

More than 2 standard errors below

Significant evidence that the group of students did not meet expected growth

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

The colors in the pie charts have the same meaning here as on the diagnostic reports. For more information, see the Diagnostics section of Help.

Diagnostic Color

Growth Measure Compared to Expected Growth

Interpretation

Light Blue

At least one standard error above

Moderate evidence that the group exceeded expected growth.

Light Green

Between one standard error above and one standard error below

Evidence that the group met expected growth.

Light Red

More than one standard error below

Moderate evidence that the group did not meet expected growth.

White

N/A

The group did not have enough students to generate a growth measure.

As you consider the data, you'll want to note any patterns of growth that you observe. For example,

  • Are students in all grades, subjects, and courses meeting or exceeding expected growth?
  • Was there stronger growth in one subject area than in others? Did this pattern persist across multiple grades?
  • Was there stronger growth in one grade than in others? Did this pattern persist across multiple subjects?
  • Looking across grades and subjects, did some achievement groups consistently make more growth than others?

Examining these patterns can provide insight into the overall effectiveness of the school's instructional program. In addition, the growth patterns can highlight both strengths and areas for improvement.