Value-Added Data and Teacher Effectiveness
- 1. Value-Added Data The importance of Value-Added Data
- 2. Value-Added Data Purpose It is a method that uses student achievement data over time to measure the learning gains students make. If we measure age vs. height, then measuring grade level vs. achievement is a valid point.
- 3. Value-Added Data Purpose Also, it offers a way to asses teachers and school impact on the students’ learning without taking in consideration external factors such as socio-economic status.
- 4. Teachers’ Impact There is an strong relationship among teachers and students’ success. June River’s Study data: Low students assigned to highly effective teachers had a 60% probability of passing on the first attempt.
- 5. Teachers’ Impact Cont. June River’s Study data: Low students assigned to low effective teachers had a 15% probability of passing on the first attempt. High students assigned to low effective teachers had a 80% probability of passing on the first attempt.
- 6. Teachers’ Impact Cont. June River’s Study data: High students assigned to high effective teachers had a 90% probability of passing on the first attempt. Do you believe the teacher makes the difference on the student's success?
- 7. “Teaching in the Middle” There is a tendency for teachers to teach in in the middle (average students). Gifted and low performance students in many cases are not served as they should. Teachers should be aware of providing learning for all if we believe that all students are capable to learn.
- 8. “Teaching in the Middle” Cont. Analyzing Value-Added Data could help the teacher to identify if he/she had concentrated on specific group (low, medium, or high) students. The result would be instruction adjustment to meet all students’ need.
- 9. Teaching Shed Patterns It is when teachers concentrate in the lowest achievers; therefore, they make a substantial progress in the classroom. The highest achievers are held back; therefore, they make not progress in the classroom. We need to teach all...
- 10. Teaching Shed Patterns Cont. G I A N Low Average High Students’ Previous Achievement
- 11. Teachers’ Variability Teachers has different stages of effectiveness during their careers. It is very clear that teachers effectiveness is the main factor on student’s success.
- 12. Teachers’ Variability Cont. Some studies suggest that beginning teachers had a significant improvement over three years period. In the following years there is very little improvement if any. Next slide present evidence from New York City.
- 14. Sustained Academic Growth In order to measure student’s success, one test it is not enough to measure sustained academic growth. We need to measure how much growth the student had accomplished during the school year, semester, or perhaps monthly. We need to use data to measure this growth.
- 15. Sustained Academic Growth Cont. Johnny is declining on his academic growth. Suzy shows a sustained academic growth. The ultimate goal is to have sustained academic growth for all students.
- 16. Achievement vs. Progress It is important to emphasize that the teachers’ objectives and goals must be oriented to students’ sustainable progress (growth).
- 17. Achievement vs. Progress Cont.
- 18. Resources Battelle for Kids / Bringing clarity to school improvement. TAP / the system for teacher and student advancement. At the end of the TAP web page there are some PDF documents links that could help the reader to understand Value-Added Data.
- 19. Resources Cont. The Wing Institute : What Effect does experience have on teacher effectiveness. MSPNet Library: “Evaluating Value-Added Models for Teacher Accountability” article.