© 2011, Tulsa Public SchoolsCopyright © Tulsa Public Schools 2011© 2011, Tulsa Public SchoolsJana Burk, Tulsa Public Schools Fellow

Office of Teacher and Leader Effectiveness

© 2011, Tulsa Public Schools

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Value-Added Reporting

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Why Did We Become Educators?

To make a difference in children's lives

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“The Difference” We Can Make

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What is Value Added?

• Value added is a measure of teacher and school effectiveness.

• Unlike a state achievement score, value-added isolates and communicates educators’ impact on students’ learning.

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Why Use Value-Added?

Using value-added along with other data allows us to separate…

what we think is happeningfrom

what is actually happening.

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TPS Value-Added Reporting

• Available now for 2009-2010 and 2010-2011.

• Used for information, analysis and improvement.

• Training provided in the methodology and use of the data. – Principals: June, August and October of 2011– Teachers: October 2011

• Supported by Value Added Research Center (VARC) of Univ. of Wisconsin and Battelle for Kids.

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Gardener A

Gardener B

The Oak Tree Analogy

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Achievement Model.

Gardener AGardener B61 in.

72 in.

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Simple Growth Model.

61 in.

72 in.Gardener AGardener B

Oak AAge 4

(Today)

Oak BAge 4

(Today)

Oak AAge 3

Oak BAge 3

47 in.52 in.+14 in

.+20 in

.

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+20 Average+20 Average

+ 3 for Rainfall

- 3 for Soil + 2 for Soil

- 8 for Temp + 5 for Temp_________+12 inchesDuring the year

_________+22 inches During the year

59 in.

74 in.Gardener A Gardener B

47 in.52 in.

- 5 for Rainfall

Actual Actual

Adjusted Prediction

Adjusted Prediction

The Most Revealing Approach…

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Adjusted PredictionOak A

Adjusted PredictionOak B

ActualOak A

ActualOak B

59 in.

74 in.Gardener A

Gardener B61 in.

72 in.+2

-2

Comparing Actual Growth to Predicted Growth

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Adjusted PredictionOak B

ActualOak B

Gardener A Gardener B

Avg. -2 in

Adjusted PredictionOak A

ActualOak A

Avg.+2 in

Value-Added Model.

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How do we calculate Value-Added in the education context?• Calculate the gain of scale score points for students at each school

using a prior-test and a post-test.

• Use statistical models to eliminate the effect of external factors (starting point, student demographics, etc.)

• Schools where students are growing faster than average are High Value-Added.

• Schools where students are growing slower than average are Low Value-Added.

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What Do We Do With Value-Added Data?• Evaluate the effectiveness of

– Instructional practices– Programs

• Identify pockets of excellence to replicate

• Detect and respond to ineffective practices and programs

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Which Grades/Courses Have Value-Added Reporting at TPS?

Math (4-8)

Reading (4-8)

Science (5, 8)

Social Studies (5, 8)

Writing (5, 8)

Geography (7)

English II, III

Algebra I, II

Geometry

Biology I

U.S. History

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Control Factors

The VARC/TPS model uses statistical techniques to separate the impact of schooling from other factors that may influence growth. The following are the controls used in the model:

It is important to note that controlling for demographic characteristics does not mean lowering expectations for any grouping of students addressed by the control variable.

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Anatomy of the Value-Added ReportNumber of Students in

Analysis (Weighted based on time in school)

Confidence Interval(CI)

Past Academic YearVA Results

3-Year AverageVA Results

District Average Growth

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Subgroup Detail

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Measures of Student Outcomes

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The Power of Two: Achievement & Growth

Ach

ievem

en

t

Value-added

Low GrowthLow Achievement

High GrowthLow Achievement

High AchievementLow Growth

High AchievementHigh Growth

• School B

• School C

• School D

• School E

• School F

• School H

• School K

• School G

• School J

• School A

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Questions?valueadded@tulsaschools.org or http://valueadded.tulsaschools.org

TPS Office of Teacher and Leader Effectiveness

© 2011, Tulsa Public Schools

THANK YOU

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