Value Added Charts
Select a grade level below to view
and/or print the value-added chart in PDF format:
What you are looking at:
You are looking at selected results of the statistical modeling by level -- high, middle and elementary.
The state-level charts use four sub-tests, two for math and two for English, as indicators of student academic achievement as compared to similar students statewide. Those whose actual scores are consistently above the model are in the top band; those consistently below are in the bottom; all other schools are spread along a continuum in between. RI high schools and middle schools can each be represented on single pages. The elementary chart occupies four pages.
Cautionary note: These charts use only one year of achievement data, so they are sensitive to the differing abilities of individual classes of students. There is also a 5% chance that a
school's students perform better or worse than expected due solely to chance. The charts are most useful viewed over several years.
What you are looking for:
Having adjusted for differing student characteristics, you are looking for those schools who appear to have techniques for successfully reaching their unique student body, techniques from which the rest of us can learn. Remember that even the students in the high-performing schools – according to the model – are not reaching 100% proficiency, so all schools are still in the process of re-designing themselves. But two schools with similar populations that score very differently according to the model prompt the question: why?
The value-added lens is most powerful over time, but the rules have changed.
To fully understand the value-added lists and/or your school’s position on them, we recommend you examine the lists from prior years. They are available
at:
However, please be aware that this year’s inclusion of the “no score” children in the statistical modeling changes the rules significantly. Thus, the charts from the previous years are important, but not directly comparable since the old model only considered those children who received scores. Schools with a high number of “no scores” will find their relative position depressed as compared to the prior years. Those schools which in the past have appeared to perform poorly, but have been diligent about testing their eligible test-takers will probably improve their relative position.
By including these eligible, but untested children, the RI Department of Education is emphasizing its insistence that All Children be accounted for.
Please note: In general, Information Works! does not report data cells smaller than 10 students because of the possibility of identifying or guessing at the identity of individual students. Schools that sometimes do not appear in these charts often have especially small students bodies – most frequently RI School for the Deaf and Block Island School – which leaves them vulnerable to overly-small tested grades. The only exception to this rule is when three years of assessment results are used to create disaggregations of student achievement.
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