North Carolina Department of Public Instruction

Report: Teacher Value-Added Test: End of Course

School: Myers Park High Subject: Biology
District: Charlotte-Mecklenburg Schools
Teacher: HANAH ESCOTO (9744278463)

Year Growth Measure Standard Error Index Level

2018 1.7 0.4 3.75 Exceeds Expected Growth

2019 1.2 0.5 2.36 Exceeds Expected Growth

Multi-Year Trend 1.5 0.3 4.39 Exceeds Expected Growth

The multi-year trend for this value-added report includes up to three years of single-year growth measures, which are weighted by the number of student
scores in the individual subjects and grades of the educator's value-added reports. The multi-year trend growth measure is a weighted average of the single-
year growth measures, and the multi-year trend standard error reflects having more evidence about the overall average. As a result, the multi-year trend index
is not a simple average of the single-year index values, unlike the multi-year trend of the student growth measure. Teacher growth measures are from the
SAS® EVAAS® multivariate, longitudinal analyses, which use multiple subjects, grades, and years of data for each student to enhance reliability.

Average Average
Year Number of Students Score Percentile Average Predicted Score Average Predicted Percentile

2018 106 261.5 84 259.8 80

2019 80 256.6 69 255.4 65

Multi-Year
Trend 186 259.4 78 257.9 74

Copyright © 2020 SAS Institute Inc., Cary, NC, USA. All Rights Reserved.
 North Carolina Department of Public Instruction

Multi-Year Trend : Exceeds Expected Growth

Exceeds Expected Growth :

Significant evidence that the teacher's students made more progress than the Growth Standard (the teacher's index is 2 or greater)

Level Number of Teachers

Exceeds Expected Growth 427

Meets Expected Growth 358

Does Not Meet Expected Growth 293

Rules for Determining Effectiveness Level

Exceeds Expected Growth: Significant evidence that the teacher's students made more progress than the Growth Standard (the teacher's
index is 2 or greater)

Meets Expected Growth: Evidence that the teacher's students made progress similar to the Growth Standard (the teacher's index is between -
2 and 2)

Does Not Meet Expected Growth: Significant evidence that the teacher's students made less progress than the Growth Standard (the teacher's
index is less than -2)

Note: When an index falls exactly on the boundary between two colors, the higher growth color is assigned.

Copyright © 2020 SAS Institute Inc., Cary, NC, USA. All Rights Reserved.