VALUE-ADDED TEACHER PREPARATION ASSESSMENT
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VALUE-ADDED TEACHER PREPARATION ASSESSMENT 2006-07 STUDY. George Noell, Ph.D. Department of Psychology Louisiana State University and A&M College and Jeanne M. Burns, Ph.D. Louisiana Board of Regents & Office of the Governor. Louisiana Board of Regents October 25, 2007. MAJOR

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VALUE-ADDED TEACHER PREPARATION ASSESSMENT

2006-07 STUDY

George Noell, Ph.D.

Department of Psychology

Louisiana State University and A&M College

and

Jeanne M. Burns, Ph.D.

Louisiana Board of Regents & Office of the Governor

Louisiana Board of Regents

October 25, 2007


MAJOR

ACCOMPLISHMENT

Connected

Foundation for Teacher Preparation Program Success

2006-2007

Partially Connected

Foundation for Teacher Preparation Program Success

2000-2006


Louisiana’s Blue Ribbon Commission for Educational Excellence

The successful PK-16+ state advisory group that has lead Louisiana’s efforts to improve the quality of teachers and has supported the implementation of recommendations across multiple administrations from 1999-Present.

Foster Administration

1999-2004

Blanco Administration

2004-Present

Future


Louisiana’s Teacher Preparations Programs are Currently Meeting State and National Standards


Standards in Louisiana & Other StatesNew Redesigned Teacher Preparation Programs

Success in

Louisiana


Standards in Louisiana & Other StatesNationally Accredited Teacher Preparation Programs

Success in

Louisiana


Standards in Louisiana & Other StatesPassage Rates on Examinations for Teachers

99%

Success in

Louisiana

89%


Standards in Louisiana & Other StatesProduction of New Teachers by Teacher Preparation Programs

Success in

Louisiana

(New Baseline)

Hurricane Katrina & Hurricane Rita

2,727

2,589


Standards in Louisiana & Other StatesTeachers in Public Schools with Standard Teaching Certificates

95.34%

Success in

Louisiana

85.77%


OtherMeasures of Success

  • Louisiana Teacher Preparation

    Accountability System - 17 out of

    19 public and private universities attained labels of High Performing or Exemplary when the system was last implemented and received monetary rewards from the Board of Regents

  • Education Week Quality Counts Report for 2005 & 2006 – Louisiana Received a Grade of A in Efforts to Improve Teacher Quality

  • U.S. Chamber of Commerce Education Report Card – Louisiana received a Grade of A for 21st Century Teaching Force in 2007

Success in

Louisiana


Louisiana’s Teacher Preparation Programs are Now Taking a Bold Step Forward to Surpass Standards in Other States toExamine Growth of Learning of Children Taught by Graduates

Louisiana will be the first state in the nation to examine this level of effectiveness on a statewide basis.


Technical Report:

Value Added Assessment of Teacher Preparation (2006-07)

George H. Noell, Ph.D.

Department of Psychology

Louisiana State University


Acknowledgement of Key People Who Have Made This Research Possible

  • Commissioner of Higher Education E. Joseph Savoie, Past State Superintendent Cecil Picard, Current State Superintendent Paul Pastorek, and Assoc. Commissioner Jeanne Burns.

  • Louisiana Department of Education Division of Planning, Analysis, and Information Resources (David Elder – Division Director, Allen Schulenberg, Robert Kaufman, Kelvin LaCroix, Steve Gunning, Sam Pernici, and Roth Aymond)

  • LSU Research Team (Veronica Gulley, Bethany Porter, Anna Beth Ball, Maria Patt, Amanda Dahir)


2006-07 StudyBreakdown of Data

  • Years 2004-2005 and 2005-2006

  • Student Grade Levels: Grades 4-9

  • Content Areas: Mathematics; Science; Social Studies

  • Tests:Iowa Test of Basic Skills, i-LEAP, and LEAP-21

  • Teachers: New and Experienced

  • Pathways for New Teachers: Undergraduate and Alternate Certification Programs


Criteria for Inclusion of New Teachers in Study

  • Inclusion for each content area

    • 25 or more new teachers in grades 4-9

    • At least 10 new teachers per year

    • Teaching within certification

    • Remained with student full academic year

  • Not all universities had sufficient new teachers to be included in the analysis. Another year of data will be added and will increase the number that exceed 25 graduates.


Size of the Data Basefor the Study

  • Districts: All school districts in Louisiana

  • Students: 285,000+

  • Teachers: 7,000+

  • Schools: 1,300+

  • Data Linkages: 9,000,000+ data linkages


Value-Added ModelProcess

  • Predict student achievement

    • based on prior achievement, demographics, and attendance.

  • Assess actual student achievement.

  • Calculate degree to which students taught by new teachers met achievement of similar students taught by experienced teachers.


Value-Added Model Predictors:Hierarchical Linear Models


Teacher Preparation Effect Estimates

355

Prior (2005)

Achievement

Current (2006)

Achievement

350

Gifted

African American

Free Lunch

Male

African American

10 days absent


Teacher Preparation Effect Estimates

  • Based on at least 25 new teachers per program across multiple school districts in Louisiana.

  • Reflects a pattern of effectiveness of new teachers based on the average difference between the achievement of students taught by new teachers and experienced teachers.


Post-Redesign Programs & Pre-Redesign Programs

  • Post-Redesign Programs: Programs that were redesigned for grades PK-3, 1-5, 4-8, and 6-12 and began admitting pre-service teachers on July 1, 2003.

  • Pre-Redesign Programs: Universities stopped admitting candidates to the programs on July 1, 2003. A phase out period is occurring for pre-redesign programs.


Pre-Redesign Programs

  • Effect estimates for pre-redesign programs will be used as benchmarks to compare the new and old programs once data are available for the post-redesign programs.

  • Candidates are no longer admitted to the pre-redesign programs, and the programs no longer reflect the full content of the post-redesign programs.


Performance Levels

Analysis and Performance Bands

  • Level 1: Programs in which new teachers are more effective than experienced teachers.

  • Level 2: Programs in which new teachers are comparable in effectiveness to experienced teachers.

  • Level 3: Programs in which new teachers are comparable in effectiveness to new teachers.

  • Level 4: Programs in which new teachers are less effective than new teachers.

  • Level 5: Programs in which new teachers are statistically significantly less effective.


Post-Redesign Programs2006-07 Study Results

  • Alternate Certification

    Louisiana College

    Northwestern State University

    The New Teacher Project

Alternate certification programs were redesigned before undergraduate programs. Students were admitted to the alternate certification programs at an earlier date and could complete the programs in a shorter time period since they already possessed a baccalaureate degree. Thus, data for post-redesign undergraduate programs are not yet available. It is anticipated that data will be available for large post-redesign undergraduate programs next year.


Effect Estimates for Post-RedesignLouisiana CollegeAlternate Certification Program


Effect Estimates for Post-RedesignNorthwestern State UniversityAlternate Certification Program


Effect Estimates for Post-RedesignThe New Teacher ProjectAlternate Certification Program

Fewer than minimum number of new teachers.

Fewer than minimum number of new teachers.


Placing Results in Context: Mathematics


Next Steps

  • Teacher Preparation Accountability System

    -Expand existing accountability system to include Institutional Performance Index, Quantity Index, and Growth of Student Learning Index (effect estimates)

  • State Research Team (Grant from the Carnegie Corporation of New York)

    -Work with state team composed of one researcher from every teacher preparation program to collect consistent data across campuses to answer questions pertaining to “why” new teachers from some teacher preparation programs have higher achieving students than others.

  • National Research Council

    - Work with 4 other states to compare value -added results across states.


FOR ADDITIONAL INFORMATION

George Noell

[email protected]

Jeanne M. Burns

[email protected]

We’ve come a very, very,

very, long way!

1999-2007


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