This document provides information to help teachers analyze and interpret student perception survey data, student performance data, and the relationship between the two. It includes charts showing a teacher's percentile rankings on various measures of student perceptions compared to colleagues. It also shows correlations between student perception categories and student achievement. Additional charts display student perception and growth data by class period and provide tools to help teachers identify patterns and brainstorm explanations.

1. 7C’s
My Percentile Rank
20th
Percentile 40th Percentile 60th
Percentile 80th
Percentile
Control
Clarify
Challenge
Captivate
Confer
Consolidate
Does it Really Matter?
Correlation to
Value-Added
WHS Universe
English
Dept.
.158
weak
.425
strong
.219
fair
.208
weak
.158
weak
.135
weak
.142
weak
.257
fair
.309
fair
.224
fair
.193
weak
.485
strong
.490
strong
.206
weak
.182
weak
.127
weak
.308
fair
.383
fair
.109
weak
.206
weak
.237
fair
What is the relationship between this variable
and students’ value-added scores? On which
variables should I focus my attention?Percentile Rank compared to other teachers in the English department
Percentile Rank compared to other teachers at Waltrip High School
Percentile Rank compared to the rest of the universe (MET survey)
Percentile Rank for My Student Perception Scores as Compared to Colleagues
Care
How to Read These Charts
The
Universe
Percentile Rank = The percent of people
who scored lower than you on that measure
The different categories
measured on the survey
This chart tells you your percentile rank for each category on the survey.
Your percentile rank on that measure based
on only the people in your department
Your percentile rank on that measure based
on all the teachers at Waltrip High School
Your percentile rank on that measure based on
all the teachers across the nation that
participated in the MET Survey
Some categories that seem
more important in one
department may be less
important in another
department, so values are
given for the department, the
whole school, and all MET
survey participants.
Your percentile rank for the
category as measured by the
survey.
Based on random differences
in measurement, the highest
your percentile rank could
possibly be if your score had
been measured too low and
everyone else’s score had
been measured too high
Based on random differences
in measurement, the lowest
your percentile rank could
possibly be if your score had
been measured too high and
everyone else’s score had
been measured too low
Measurements always vary. The
average amount a group of
measurements vary from the
mean is the standard deviation.
Your true score for each category
is most likely your measured score
give or take a standard deviation.
Percentile Bands
account for random
differences in
measurement. This person measured higher
than 64% of participants in the
MET survey for this category.
This chart gives correlations
between each measure of student
perception and student
performance on standardized
tests.
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2. A t-test is a statistical test that distinguishes whether a
number is truly different from the mean or just a random
difference due to normal variation between measures.
LEGEND
Total score is
especially low
relative to the
department
mean
Score is lower
than the
department
mean
Score is not
significantly
different from
department
mean
Score is higher
than the
department
mean
Total score is
especially high
relative to the
department
mean
Survey Results and Student Growth by Period
This number is NOT the
average score of your
students’ responses. It
is a number (called a z-
score) that tells you
whether your students’
responses were higher
or lower than other
teachers in your
department and by
how much.
Period 2R
Eng2 Reg
Care
Control
Clarify
Challenge
Captivate
Confer
Consolidate
Period 2G
Eng2 Reg
Period 3G
Eng2 Reg
ALL
Period 3R
Eng2 Reg
Class
Growth
School
Growth
Class Growth = includes all
students in that class period,
including LEP and special needs
students, because the measure
compares each individual
student only to himself and all
students are expected to show
growth.
School Growth = This number
serves as a reference against
which to judge each period’s
growth; by comparing the class
growth to the school growth,
one can judge whether that
class outperformed or under-
performed their peers. E.g.
Even if a period showed a fall of
-1.00 but the school showed a
fall of -6.25, that class
outperformed their peers.
Use caution when making inferences based on this value because
the sample population is very small.
By Period Brainstorming Worksheet
Compare your Student Growth by Period chart to your Student Perception by Period chart and brainstorm some possible causes, questions, or
actions to be taken. You can use the following symbols:
++ + +/- - --
very positive positive neutral negative very negative
results results results results results
Period Student Perception
Student Performance &
Value Added
Brainstorm
example ++ +/-
students report being challenged and captivated but didn’t show much gain on
the test; revisit my scope and sequence? am I missing some tested SE’s?
t-test
Your score is
significantly
lower than the
group if it is
below…
Your
department’s
mean…
Your score is
significantly
higher than
the group if
it is above…
Care -.754908 .092269 .939447
Control -.906445 -.059269 .787907
Clarify -.882609 -.035431 .811748
Challenge -.893728 -.046546 .800636
Captivate -.783838 .063331 .910500
Confer -.916662 -.069485 .777693
Consolidate -.907591 -.060408 .786775
This chart tells you how your students responded period by period on the survey and
the average growth in performance on the state test for each student in that period.
How to Read These Charts
Z-score for
each category
on the survey
for each
period
Statistical table that tells you whether your Z-score is truly
lower or higher than other teachers in your department or
if the difference is due to random variation
For easy interpretation, the Z-scores already have
been color-coded according to this chart.
Caution!
Measurements from
such a small number
of cases are highly
volatile—any
calculations from such
a small sample should
be taken with a grain
of salt.
Class Growth = includes all students in
that class period, including LEP and
special needs students, because the
measure compares each individual
student only to himself and all students
are expected to show growth.
School Growth = This number
serves as a reference against which
to judge each period’s growth; by
comparing the class growth to the
school growth, one can judge
whether that class outperformed
or under-performed their peers.
E.g. Even if a period showed a fall
of -1.00 but the school showed a
fall of -6.25, that class
outperformed their peers.
Even though .7755 doesn’t
appear to show much growth it
is significantly better than the
school’s performance of
-2.600.
-0.585 -0.794 -0.666 0.185 0.285 0.304 1.415
8.67
n=9
-6.130
1.075 1.445 1.952 1.471 0.385 -1.275 1.652
-25.89
n=7
-6.130
-0.610 -2.736 -0.798 -1.886 -0.895 -1.565 -1.579
-27.44
n=15
-6.130
-0.567 -3.307 -2.346 -1.262 -1.947 -1.275 -0.214
-4.8
n=15
-6.130
-0.446 -2.203 -0.996 -1.041 -0.899 -1.123 -0.355
-13.63
n=41
-6.130
Page 5

3. Summary of TAKS Results
Mean = the percent of students who showed mastery
(Pass & Commend Rates and Objectives) or the average
score (Scale Score and OERs)
N = the number of students who are included in this data
set; so as to make a fair comparison, students who are LEP
or have special needs are excluded from this data set.
N = the number of students who are included in this data
set; so as to make a fair comparison, students who are LEP,
have special needs, or are taking an AP-level class are
excluded from this data set.
The yellow box indicates that the
score is significantly lower than the
mean score for the content team.
The green box indicates that the
score is significantly higher than the
mean score for the content team.
The value-added
score is a
combination of
student
performance and
student growth as
used by EVAAS (and
ASPIRE).
TAKS Objectives
How to Read These Charts
This chart tells you how your students performed on the 2011 TAKS test.
Unlike the report returned by TEA, this data has been controlled for extenuating variables such as students’ LEP or
Special Education status. Only on-level students taking the regular TAKS test are included in this report.
Unlike the class
growth score, only
on-level students
who took the
regular TAKS test
are included in this
measure.
Eng 2
Teacher
Eng 2
Teacher
Eng 2
Teacher
Page 6
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4. TAKS Scores & Course Grades Correlation Worksheet
TAKS Scores as Compared to Course Grades
This chart compares how a student’s performance on the TAKS test compares with his grade in the course.
These students
demonstrated
mastery of tested SEs
yet failed the course.
These students failed
both the TAKS test
and the course.
These students failed
to demonstrate
mastery of tested SEs
yet passed the course.
These students
passed both the TAKS
test and the course.
Each circle on the diagram represents one student plotted by his
score on the TAKS test on the y-axis (vertical) and his spring
course grade for that content area on the x-axis (horizontal).
Though all of these students demonstrated a radically different level
of mastery of tested SEs, they all earned a similar grade in the course.
Despite demonstrating relatively the
same mastery of SEs on the test, these
students finished the semester with
radically different course grades.
How to Read These Charts
How might a student end up
in each of these four quadrants?
Do the grades students earn in my class tend to reflect
students’ mastery of tested SEs?
Page 7
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