Whitman Elementary - Tulsa Public Schools

2011 VA SCHOOL REPORT
WHITMAN ELEMENTARY
Additional Information on Value­Added
Differences Between Specific Groups of Students
Readers may want to compare two student subgroups. For example, let's say you see the following on your
report:
In this case, it is not necessarily true that students in the "Unsatisfactory" grouping grew more than students in
the "Proficient" grouping. Instead the table above indicates that your "Unsatisfactory" students grew more, on
average, than similar "Unsatisfactory" students from across TPS. Your "Proficient" students grew, on average,
about the same as similar "Proficient" students from across TPS.
Prior Achievement Level for Student Groups
The prior achievement level groupings in this report are "Advanced", "Proficient", "Limited Knowledge" and
"Unsatisfactory." These groups are based on the student's OCCT performance level from the previous year. The
purpose of this calculation is to measure the impact of teachers on students from across the achievement
spectrum.
Control Variables Used in the VA Model
The VA Model uses statistical techniques to separate the impact of schooling from other factors that may
influence growth; the following variables are controlled for in the VA Model:
1. Prior OCCT Reading Score 5. Race/Ethnicity 9. Mobility
2. Prior OCCT Math Score 6. Low­Income Status 10. Attendance History
3. Grade Level 7. ELL Status 11. Grade Retention
4. Gender 8. Special Education Status
It is important to note that controlling for demographic characteristics does not mean a lowering of expectations
for any grouping of students addressed by a control variable.
For more information on Value­Added (VA), please refer to the companion professional development piece titled,
"Making Meaning of Your Value­Added School Report."
Insufficient Data or NA
Results may not be provided for the following reasons:
­ Too few students to calculate a result (less than 10).
­ Too few students in the contrasting category to calculate a result.
­ A grade level or subject was not taught during the given time period.
­ Only one teacher taught that grade or subject during the given time period.
­ No district­wide differential effects between student groups.
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