The document discusses value-added assessment, which measures student growth from year to year similar to a pediatrician's growth chart. It aims to more accurately measure student performance, especially of high- and low-achieving students, by looking at individual growth over time rather than a single test. The value-added method allows inferences about classroom and teacher effectiveness by examining comparable growth across many students. Research found students assigned highly effective teachers in a sequence had much higher passing rates than those with less effective teachers.

1. Value-added
by Dr. William Sanders
Let’s really leave no child behind.

2. What have we really been doing with
data?
• Historically, we have
been shelving it into a
filing cabinet.

3. What are the problems with how we
look at data now?
• We see how the middle level students of our
classes perform but does our current system
really measure our highest and lowest
performers?

4. Introducing the value-added method
• It works much like a pediatrician’s scale. It
measures growth from year to year.

5. Purposes of measurement:
• Measure each child
• One day’s testing could be influenced by a
variety of factors
• Look at comparable plots on many children
can lead us to inferences about certain
classrooms
• Each student serves as his/her own control

6. The goal of value-added
• Increase the academic achievement for every
child

7. Sample What inferences can we make
scores from this data?
800
600
400
200
2 3 4 5
District
Student Student grade

8. • This is not enough data to accurately show
information about the teacher of first or
second grade.
• What if we saw the progress of all the
students in that teacher’s class and then for
various years?

9. Types of Patterns
• Shed patterns – some of
the most hurtful that
exist in schools. This
happens when the “Shed” pattern
Gain
lowest achievers make
the greatest gains and
the highest achievers
are held back.
Previous Achievement

10. • Tee-Pee patterns – this
occurs when teachers
focus their instruction “Tee-Pee” pattern
on the average students
in the class. Average Gain
students make the
greatest gain and those
at the top and bottom
of the class have less
gain. Previous achievement

11. June River’s Study
• Examined the performance of eighth grade
students on ninth grade proficiency tests and
linked these scores back to performance on
fourth grade tests to predict the possibility of
passing on the first attempt a ninth grade test.

12. Findings:
• Students assigned a • Students assigned a
sequence of teachers in sequence of teachers
the top quintile for 4 from the bottom
years had a 60% passing quintile had a 15%
rate. passing rate.

13. Realized Gain
Grade 100% 80% 110% 110% 120% 60%
level
2 2.0 2.0 2.0 1.0 1.0 1.0
3 3.0 2.8 3.1 2.1 2.2 1.8
4 4.0 3. 4.2 3.2 3.4 2.6
5 6.0 4.4 5.3 4.3 4.6 3.4
6 6.0 5.2 6.4 5.4 5.8 4.2
7 7.0 6.0 7.5 6.5 7.0 5.0
8 8.0 6.8 8.6 7.6 8.2 5.8

14. Why is this important?
• Value-added research
tells us that teacher
effectiveness is the
single largest factor
affecting academic
growth.

15. Highly effective teachers
• Ensure that all children
are achieving
• Teach students from
where they are
• Differentiate instruction
and focus on individuals
• Make excellent gains
across the previous
achievement spectrum

16. Highly effective schools
• Link teachers over
grade levels and focus
on gains in achievement
grade by grade.