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Apples and Oranges. Value-Added Assessment Models Presentation by Erica Markunas EDUC 689 Coastal Carolina University. No Child Left Behind Act Meeting Annual Yearly Progress (AYP).

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apples and oranges

Apples and Oranges

Value-Added Assessment Models Presentation by Erica Markunas

EDUC 689

Coastal Carolina University

no child left behind act meeting annual yearly progress ayp
No Child Left Behind Act Meeting Annual Yearly Progress (AYP)

Analyzing students’ grade level scores (from entirely different students) from one year to the next doesn’t offer clues about student progress or achievement

AYP calculation formulas do not take into consideration the high percentage of disadvantaged students, nor the high incidence of student mobility for which a school is judged

value added assessment model
Value-Added Assessment Model
  • Diagnostic tool to make data driven decisions
  • Measures individual progress of same cohort of students as they move grades
  • Students that make great strides in closing achievement gap are recognized even if they show low overall scores
strengths of value added assessment models
Strengths of Value-Added Assessment Models

School/teacher performance data

Predicts student performance using student as own control

Regroup students in instruction

Teacher training/T3

Teacher best practice research

Modify instructional practices

Evaluate what is working and what is not – effective practices

Enrichment programs

Resource allotment


value added assessment model1
Value-Added Assessment Model


Overall scores: 30/90 or 90/30 – average still 60

Gains may not reflect a standard met

Time involved in studying data/drawing conclusions

Using the information beneficially – trained administrators and teachers

  • Measurement flaws – statistical methodology
  • Outcome only as good as data used
  • Test questions change – moving target
  • Missing student data – 3 consecutive years
  • Student mobility/background
  • Easier for larger school systems

Warning: Don’t put all your apples in one basket!

Value-added assessment models should not be sole means to determine teacher quality or quality of instructional program.

For more information:


Holloway, J. H. (2000). A Value-Added View of Pupil Performance. Educational Leadership, 57(5), 84. Retrieved from EBSCOhost.Pickering, J. W., & Bowers, J. C. (1990). Assessing Value-Added Outcomes Assessment. Measurement and Evaluation in Counseling and Development, 22(4), 215-21. Retrieved from EBSCOhost.Schaeffer, B. (2004). Districts Pilot Value-Added Assessment: Leaders in Ohio and Pennsylvania Are Making Better Sense of Their School Data. School Administrator, 61(11), 20. Retrieved from EBSCOhost.Stover, D. (2005). Value-Add-On's Fine-Tune Teaching to the NCLB. Education Digest, 70(7), 28-31. Retrieved from EBSCOhost.


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