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Value Added Assessment of Teacher Preparation in Louisiana George H. Noell, Ph.D. Department of Psychology Louisiana State University.

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Presentation on theme: "Value Added Assessment of Teacher Preparation in Louisiana George H. Noell, Ph.D. Department of Psychology Louisiana State University."— Presentation transcript:

1 Value Added Assessment of Teacher Preparation in Louisiana George H. Noell, Ph.D. Department of Psychology Louisiana State University

2 Acknowledgements Pilot work Bobby Franklin, Ph.D., Michael Collier, Fen Chou, Ph.D., Mary Helen McCoy, Ph.D. Current Work Division of Planning, Analysis, and Information Resources David Elder (Division Director) Allen Schulenberg, Robert Kaufman, Kelvin LaCroix, Steve Gunning, Sam Pernici, Roth Aymond

3 General Assessment Approach 1.Establish expectations Based upon the data 2.Measure Performance 3.Compare Expectations & Performance 4.Act on the Results Detailed follow-up Policy issues

4 Levering Louisiana’s Investments in Education Measures LEAP & ITBS (iLEAP) Mathematics, English Language Arts, Science, Social Studies Geography & Data Management Curriculum Database Heterogeneous Classes Demographic variables Technical Issues – ongoing

5 The Assessment Model

6 Redefining New: Teacher Effects by Years

7 New & Experienced Teachers New Teachers: 1 st and 2 nd year teachers; Type C or L1 Teaching Certificates; Received a university degree within 5 years of the start of teaching Experienced Teachers: in their 3 rd year or more : Type C, L1, or equivalent certificates Teaching within area of certification.

8 Preliminary Grouping of Programs

9 ELA Grades 4-9: The Range of TPP Effects

10 Variability in Programs within Universities The 0 line is the point of comparison: Experienced Teachers

11 Summary Observations Louisiana’s Educational Data have rich potential to inform us No insurmountable barrier has been encountered Overlap in University Effect Estimates New versus Experienced Teachers Some programs are preparing graduates who are as effective as experienced teachers Differences exist within and across universities in preparation effectiveness

12 Caution and Moving Forward First year of the curriculum database Technical Issues Comparison group Reliability of the estimates Variability of teachers within Universities Consideration of new VAA findings Being First and Being Prudent

13

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