Photo/Suzanne Pitner
A series of articles written by Jason Felch and Jason Song of the L.A. Times has brought to light data about effective teachers that has never before been shared with the public.
Using a statistical analysis, they’ve looked at the standardized test scores for the L.A. Unified School District, and come up with a way to see which teachers are having the most impact on their students in any given year. By looking at past test scores for a student, one can predict about how well to expect that student to perform on the state tests in the Spring. When a student scores higher than expected, the “value-added” or increase, would indicate an effective teacher. If the student scores less than predicted, the teacher is considered less than effective.
This analysis is not something to be used as a complete evaluation of teacher performance. The Times reporters acknowledge that divorce, death in a family, and other factors may cause a student to do poorly one year, even with a very effective teacher. However, if a teacher routinely has classes that lose ground, year after year, then there may be a problem.
The most effective teachers were found in all schools of the district, from the most poor, to the most affluent. Teaching strategies and styles were widely diverse, with only a few things found in common. The most effective teachers tended to be strict with classroom management, have high expectations, challenged all students, and encouraged critical thinking. Notably, they were not teaching to the test.
Some union leaders have decried the revealing of teachers and state test scores. Others have said it can be a way to identify effective teachers and find what they’re doing that works, using that information to improve teaching methodology. What do you think? Click the link below to read the articles and share your opinion.
L.A. Times Grading the Teachers: Value-Added Analysis
