Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

C:\Users\Eric Sr\Desktop\Harpers Value Added Presentation

516 views

Published on

Value-Added Presentation for AED 6336

Published in: Education, Technology
  • Be the first to comment

C:\Users\Eric Sr\Desktop\Harpers Value Added Presentation

  1. 1. Value-Added Concepts and Research Eric Harper AED 6335
  2. 2. What is the Value-Added Model? <ul><li>The Value-Added Model examines longitudinal sustained academic growth of each child. </li></ul>
  3. 3. Three Conditions for Value-Added Model <ul><li>Scales of measure highly correlated to specific curriculum. </li></ul><ul><li>Sufficient stretch in the assessment instrument. </li></ul><ul><li>Appropriate reliabilities of measurement. </li></ul>
  4. 4. Purpose of Measurement <ul><li>Measure each child </li></ul><ul><li>One day’s testing could be influenced by a variety of factors </li></ul><ul><li>Looking at comparable plots on many children can lead us to certain classrooms </li></ul><ul><li>Aggregating this data across classrooms allows us to get a picture of what is happening </li></ul><ul><li>Each student serves as his/her own control, thus eliminating socioeconomic variables as the cause for difference in learning rates </li></ul>
  5. 5. Research Findings <ul><li>Shed Patterns – are some of the most hurtful situations that exist in schools. These occur when the lowest achievers make the greatest gains in the classroom and highest achievers are held back. </li></ul><ul><li>Tee-Pee Patterns- take place when teachers focus their instruction on the middle (average students) of the class. Average students make the greatest gains and those at the bottom and top realize less of a gain. </li></ul>
  6. 6. Research Finding <ul><li>Percent Cumulative Norm Gain – this technique answers the question, “How much progress can I expect my student to make during his/her years in a school building?” </li></ul><ul><li>Variability of Teachers Effectiveness - using shrinkage to avoid false negative findings, you can measure big difference in teacher effectiveness. </li></ul>
  7. 7. Additional Studies <ul><li>Measuring the impact of the cumulative effect of teacher on populations </li></ul><ul><li>separates teachers by effectiveness in quintiles and looks at the impact of cumulative effect on student achievement </li></ul><ul><ul><li>Ex. 5 th grade math students assigned to teachers in the top quintile for three consecutive years scored at the 96 th percentile. </li></ul></ul><ul><ul><li>Conversely, students assigned to teachers in the bottom quintile for three consecutive years scored at the 44 th percentile. </li></ul></ul>
  8. 8. Additional Studies <ul><li>2. Teachers effectiveness over time </li></ul><ul><ul><li>Teachers have growing effectiveness during the first 10-12 years, followed by another 10-12 years of their highest level of effectiveness, which declines during the last third of their careers. </li></ul></ul>
  9. 9. June River’s Study <ul><li>Examined the performance of eighth grade students on ninth grade proficiency tests and linked these scores back to performance on fourth grade test to predict the possibility of passing on the first attempt on the ninth grade test. </li></ul>
  10. 10. Findings <ul><li>Students from the bottom quartile who were assigned to a sequence of teachers from the top quintile for 4 years has a 60% probability of passing on the first attempt. </li></ul><ul><li>Students from the bottom quartile who were assigned to a sequence of teachers form the bottom quintile for 4 years had a 15% probability of passing on the first attempt. </li></ul><ul><li>Students from the top quartile who were assigned to a sequence of teachers from the bottom quintile for 4 years had and 80% probability of passing on the first attempt. </li></ul><ul><li>Students from the top quartile who were assigned to a sequence of teachers from the top quintile for 4 years had a 90% probability of passing on the first attempt. </li></ul>
  11. 11. What the Value-Added Research Tells Us <ul><li>Difference in teacher effectiveness is the single largest </li></ul><ul><li>factor affecting academic growth. </li></ul><ul><li>Highly Effective Teachers </li></ul><ul><li>Highly effective teachers ensure that all children are achieving. </li></ul><ul><li>Highly effective teachers teach students from where they are. </li></ul><ul><li>Highly effective teachers differentiate instruction and focus on individuals. </li></ul><ul><li>Highly effective teachers make excellent gains across the previous achievement spectrum. </li></ul>
  12. 12. To Sum it all Up <ul><li>Highly effective schools link teachers over grade levels and focus on gains in achievement grade by grade. </li></ul>

×