Jeanne M. Burns, Ph.D. Louisiana Board of Regents May 22, 2013 Overview of 2011-12 Annual Report for Teacher Preparation Jeanne M. Burns, Ph.D. Louisiana Board of Regents May 22, 2013

2011-12 Annual Report for Teacher Preparation Purpose of Report Provide the public with relevant information about the performance of redesigned teacher preparation programs delivered by public universities, private universities, and private providers in Louisiana Current national reports on teacher preparation use a range of methods to collect and report data which often confuse the public due to varying results.

Quantity of Completers Undergraduate Teacher Preparation Programs (Baccalaureate Education Degree) Alternate Teacher Preparation Programs (Additional coursework or degree beyond Baccalaureate Non-Education Degree) Total Completers Types of Programs 2008-09 2009-10 2010-11 Total Undergraduate Completers 1274 1202 1183 Total Alternate Completers – Public and Private Universities 747 1185 1109 Total Alternate Completers – Private Providers 465 653 528 Overall Total 2486 3040 2820

Institutional Performance Teacher Licensure Examinations Praxis Pre-Professional Skills Tests (Reading Writing, and Mathematics) Praxis Content Tests Praxis Principles of Learning and Teaching Types of Programs Praxis Statewide Passage Rates for Program Completers 2008-09 2009-10 2010-11 Undergraduate 100% Alternate

Growth in Student Achievement Louisiana was the first state to have a researcher (e.g., Dr. George Noell – LSU) develop a statewide Teacher Preparation Assessment Model that can link teacher preparation programs to the new teachers they prepared to the achievement of students that the new teachers taught Louisiana is the first state to have researchers (e.g., Dr. George Noell & Dr. Kristin Gansle - LSU) provide teacher preparation programs with relevant data pertaining to their effectiveness in the following areas (October 2006) By content areas (Reading, Mathematics, Science, Social Studies, English/language arts) (March 2011) By grade spans within content areas (Grades 1-5, Grades 4-8, Grades 6-12, & Special Education) (Fall 2011) By student performance subsets within content areas (Low, Middle, and High) (Fall 2011) By individual teacher actual student achievement, predicted student achievement, and content standards breakdowns for achievement tests

2010-11 Louisiana Possessed Two Models to Assess Teacher Preparation Decision to Use One Consistent Model to Evaluate Teachers and Teacher Preparation Programs in Louisiana August 2011 BoR Value-Added Teacher Preparation Assessment Model & LDOE Teacher Evaluation Model Dr. Jim Purcell & Ollie Tyler Commissioner of Higher Education & Acting State Superintendent

Value-Added Assessment of Teacher Preparation Predict achievement of individual students based on prior achievement and other data Assess actual student achievement Calculate degree to which students met their predicted achievement and assign value-added scores to teachers Link individual scores of first and second year teachers to teacher preparation programs Calculate the mean value-added scores for teacher preparation programs based upon the individual value-added scores of first and second year teachers who completed the programs

Louisiana Department of Education Labels & Percentile Ranges Louisiana Department of Education has requested that the BoR use their labels and percentile ranges for all individual teachers in tested grades to report teacher preparation value-added results to the public LDOE Labels for Value-Added Scores LDOE Percentile Ranges for All Teachers (2010-11) Highly Effective At or above 80th percentile Effective-Proficient 50th to 79th percentile Effective-Emerging 11 to 49th percentile Ineffective At or below 10th percentile

Overall Growth in Student Achievement Results for Teacher Preparation It is the belief of many that new teachers are not as effective as experienced teachers in improving the growth of achievement of their students. The teacher preparation value-added results indicate the following: Many teacher preparation program completers in Louisiana are obtaining value-added scores in specific content areas during their first and second year of teaching that fall within the Effective-Proficient and Highly Effective ranges Variance in performance in specific content areas exists within teacher preparation programs and across all teacher preparation programs indicating that all programs have areas of strength and areas that can be further developed

Growth in Student Achievement Teacher Preparation Value-Added Results Comparison of New Teachers’ Value Added Scores to All Individual Teacher Value-added Scores in Louisiana All Teacher Preparation Programs All teacher preparation programs had one or more content area in which 50% or more of their new teachers who completed alternate or undergraduate programs obtained labels of Effective-Proficient or Highly Effective Alternate Teacher Preparation Forty-nine percent of the alternate programs had content areas in which 50% or more of their new teachers obtained labels of Effective-Proficient or Highly Effective Undergraduate Teacher Preparation Mean Scores Thirty-five percent of the undergraduate programs had content areas in which 50% or more of their new teachers obtained labels of Effective-Proficient or Highly Effective

Growth in Student Achievement Mean Value-Added Results Comparison of Mean Teacher Preparation Value-Added Scores to All Individual Teacher Value-added Scores in Louisiana Alternate Teacher Preparation Mean Scores 53% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Proficient Range 47% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Emerging Range 0% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Highly Effective or Ineffective Ranges Undergraduate Teacher Preparation Mean Scores 35% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Proficient Range 65% of the Mean Teacher Preparation Value-added Scores in specific content areas were in the Effective-Emerging Range

Teacher preparation IS important First and second year teachers are demonstrating that they can be effective in improving the achievement of their students.