Student Growth and Value-Added: Redux

Governors Council on Educator Effectiveness · October 29, 2010

Student Growth and Value-Added: Redux — Governors Council on Educator Effectiveness, October 29, 2010.
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October 29, 2010

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  1. The Big Picture Value-Added Analysis Guiding Wisdom Student Growth and Value-Added: Redux Damian W. Betebenner National Center for the Improvement of Educational Assessment Dover, New Hampshire Governor’s Council on Educator Effectiveness Denver, Colorado October 29th, 2010 Damian W. Betebenner Student Growth and Value-added: Redux
  2. The Big Picture Value-Added Analysis Guiding Wisdom The Big Picture No curriculum framework Curriculum Framework but no Assessment Voc Ed Phys Ed Teachers 8th Grade History Assessment, but no growth (10%) K-4 Reading using DIBELS & AP and IB Growth Indirect Grade ** Teachers** (17%) Health 9 & 10 ELA Visual Growth Direct and Arts (16%) Math 3rd Grade ELA and Math 4-8 Subject Teachers Self Contained Classes and teachers Pre-K – 2 Middle School Subject teachers Special Business & Mkting Education 4-10 7th Grade K-12 ELL Reading Specialists (4-8) History Teachers (MEPA) Teachers* Gr. 11 & 12 STE MS & HS School STE Gr 10 & 11 Teachers US History* Drama Foreign Language Special Education * HSS Tests Specialists Music HS Electives have been (non 4-10) suspended **These MS & HS teachers have Computers not been April 29, 2010 Draft linked yet Damian W. Betebenner Student Growth and Value-added: Redux
  3. No curriculum framework Curriculum Framework but no Assessment Voc Ed Phys Ed Teachers 8th Grade History Assessment, but no growth (10%) K-4 Reading using DIBELS & AP and IB Growth Indirect Grade ** Teachers** (17%) Health 9 & 10 ELA Visual Growth Direct and Arts (16%) Math 3rd Grade ELA and Math 4-8 Subject Teachers Self Contained Classes and teachers Pre-K – 2 Middle School Subject teachers Special Business & Mkting Education 4-10 7th Grade K-12 ELL Reading Specialists (4-8) History Teachers (MEPA) Teachers* Gr. 11 & 12 STE MS & HS School STE Gr 10 & 11 Teachers US History* Drama Foreign Language Special Education * HSS Tests Specialists Music HS Electives have been (non 4-10) suspended **These MS & HS teachers have Computers not been April 29, 2010 Draft linked yet
  4. The Big Picture Value-Added Analysis Guiding Wisdom How can we evaluate ALL teachers on student growth? Create a LOT of standardized tests? Consider other ways to evaluate student progress: Quantitative growth versus qualitative growth. Damian W. Betebenner Student Growth and Value-added: Redux
  5. The Big Picture Contextual Value-Added Value-Added Analysis Corrupting Influences Guiding Wisdom Value-Added Analysis http://projects.latimes.com/value-added/ A teacher’s value-added rating is based on his or her students’ progress on the California Standards Tests for English and math. The difference between a student’s expected growth and actual performance is the "value" a teacher added or subtracted during the year. A school’s value-added rating is based on the performance of all students tested there during that period. Better phrased as the difference between a student’s expected status and their actual status. Whose “expectation”? Damian W. Betebenner Student Growth and Value-added: Redux
  6. Expectation for 2010 Student Achievement: Many Possibilities 2010 Scale Score Mathematics 2009 Scale Score Mathematics
  7. Expectation for 2010 Student Achievement: No Child Left Behind 700 Proficient ● 2010 Scale Score Mathematics Not Proficient 2009 Scale Score Mathematics
  8. Expectation for 2010 Student Achievement: No Child Left Behind, School 1 700 Proficient ● 2010 Scale Score Mathematics Not Proficient 2009 Scale Score Mathematics
  9. Expectation for 2010 Student Achievement: No Child Left Behind, School 2 700 Proficient ● 2010 Scale Score Mathematics 400 Not Proficient 2009 Scale Score Mathematics
  10. Expectation for 2010 Student Achievement: No Child Left Behind, White Students 700 Proficient ●● 2010 Scale Score Mathematics Not Proficient 2009 Scale Score Mathematics
  11. Expectation for 2010 Student Achievement: No Child Left Behind, Minority Students 700 Proficient ● 2010 Scale Score Mathematics Not Proficient 2009 Scale Score Mathematics
  12. Expectation for 2010 Student Achievement: Gain More than 20 Points 700 Proficient 2010 Scale Score Mathematics 400 Not Proficient 2009 Scale Score Mathematics
  13. Expectation for 2010 Student Achievement: Gain More than 20 Points 2010 − 2009 Gain Score Mathematics 2009 Scale Score Mathematics
  14. Expectation for 2010 Student Achievement: Statistical (least squares) Expectation 2010 Scale Score Mathematics 2009 Scale Score Mathematics
  15. Expectation for 2010 Student Achievement: Statistical (least squares) Expectation 2010 Scale Score Mathematics 2009 Scale Score Mathematics
  16. The Big Picture Contextual Value-Added Value-Added Analysis Corrupting Influences Guiding Wisdom Contextual Value Added Contextual Value Added (CVA) – Great Britain CVA takes into account nine factors that are known to affect the perfor- mance of children, but outside of the schools control. (From Wikipedia) Gender Special Educational Needs Eligibility for free school meals. First language Whether pupils move between schools Ethnicity The age (i.e. the month they were born in) of different pupils within the year group Whether a pupil has been taken into care (e.g. Foster Care) at any stage The level of deprivation in the area the pupil lives (using the Income Deprivation Affecting Children Index) Damian W. Betebenner Student Growth and Value-added: Redux
  17. The Big Picture Contextual Value-Added Value-Added Analysis Corrupting Influences Guiding Wisdom Value-added analyses can be (n.b., I didn’t say should be) conducted on other assessment data including interim data, end-of-course assessments, and combinations thereof. Some districts in the state are doing this Campbell’s Law Donald T. Campbell The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pres- sures and the more apt it will be to distort and corrupt the social processes it is intended to monitor. Damian W. Betebenner Student Growth and Value-added: Redux
  18. The Big Picture Value-Added Analysis Guiding Wisdom Guiding Wisdom On Questions John Tukey It is better to have an approximate answer to the right question than a precise answer to the wrong question. On Statistical Models George E. P. Box All models are wrong but some are useful. On Understanding Aristotle We understand best those things we see emerge from their very beginnings. On Accountability Sherlock Holmes They say that genius is an infinite capacity for taking pains. It’s a very bad definition, but it does apply to detective work. On Theories of Action Confucius Tell me and I will forget, show me and I will remember, involve me and I will understand. Damian W. Betebenner Student Growth and Value-added: Redux