Value-Added: What is it?

Presented By: H. Domjan

Value-Added History

Developed by Dr. William Sanders of the University of Tennessee and has been used in Tennessee since 1993.

Mandatory in Pennsylvania and Ohio as well as in over 300 districts and consortia across the U.S.

Since 1992, tracks each of the state’s 885,000 students.

10 million records, grades 2‐12 with test scores in every subject, every grade, every teacher. Largest data base ever assembled.

3 Conditions for Value-Added Model

Scales of measure highly correlated to specific curriculum

Sufficient stretch in the assessment instrument

Appropriate reliabilities of measurement

What is the Purpose of Value- Added Measurement?

• Provide longitudinal growth data on each student.

• Data is for the teacher, principal, and school to utilize and take appropriate action.

What is the Goal of Value-Added?

What’s the Difference compared to the Current Measurement?

Value-Added AYP

Tracks individual students over time

Compare last year students with current students

Raise achievement of all students

Raise achievement of students in the subset that satisfies requirements

Focus on individual classrooms

Teachers and administrators are held accountable

Better measure of school improvement

School progress is an all-or-nothing affair

Value-Added Benefits

• Each student is measured• Viewing comparable plots on many

students can point to certain classrooms

• Aggregating data across classrooms lends itself to viewing the whole picture

• Each student serves as his/her own control which eliminates socioeconomic variables as the cause for learning rate differences

• Parents can view a snapshot of their child’s academic growth rate

Disadvantages of the Value-Added Model The Value-Added Model does not inform us

what highly qualified teaching looks like or how to duplicate it.

The model can only rate as good as the quality of the tests administered.

A collaboration of measures should be utilized in determining teacher effectiveness rather than solely being dependent upon one model.

Teaching Patterns

The shed pattern occurs when the lowest achievers make the greatest gains in the classroom and the highest achievers are held back.

Teaching Patterns Continued…

The reverse shed pattern occurs when the

teacher is teaching to the high achievers

at the expense of other students.

Teaching Patterns Continued…

The Tee-Pee pattern is when the teacher is teaching right down the middle.

Implications on Teachers

• Forces teachers to teach to all individual students

• Best practices are sought after and shared

• Improve data decision making

• Builds learning communities• Differentiate instruction• Improve focus and impact of

instruction

Teacher EffectivenessTeacher Effectiveness

Over time:Over time:

11stst 10-12 years10-12 years: Teachers have growing : Teachers have growing effectivenesseffectiveness

22ndnd 10-12 years10-12 years: Highest level of : Highest level of effectivenesseffectiveness

33rdrd 10-12 years10-12 years: Effectiveness declines: Effectiveness declines

Highly Effective Teachers

• Ensure that all students are achieving

• Teach students from where they are

• Differentiate instruction and focus on individuals

• Make excellent gains across the previous achievement spectrum

Highly Effective Schools

• Link teachers over grade levels and focus on gains in achievement grade by grade

Our nation, which has prevailed in conflict after conflict over several centuries, now faces a stark and sudden choice: adapt or perish. I'm not referring to the war against terrorism but to a war of skills -- one that America is at a risk of losing to India, China, and other emerging economies. And we're not at risk of losing it on factory floors or lab benches. It's happening every day, all across the country, in our public schools. Unless we transform those schools and do it now . . . it will soon be too late.

Louis Gerstner, former Chairman, IBMChairman, The Teaching Commission

What is our student’s education worth?

Value-Added Links

An Overview of Value-Added Assessment:http://www.cgp.upenn.edu/pdf/Value Added%20for%20Web.pdf

The Revelations of Value-Added:http://www.aasa.org/SchoolAdministratorArticle.aspx?id=9466

Value-Added Assessmenthttp://www.effwa.org/pdfs/Value-Added.pdf

Value-Added Assessment: An Accountability Revolutionhttp://education-consumers.com/articles/value_added_assessment.shtm

Value-Added Assessment from Student Achievement Data: Opportunities and Hurdleshttp://www.sas.com/govedu/edu/research.html

Value Added Assessment (questions/answers) http://www.cgp.upenn.edu/ope_value.html#2

Parents Can See Snapshot of Academic Progresshttp://www2.yk.psu.edu/~jlg18/pvaas/jan%2021%20artilce%20in%20tennessean.pdf