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

2. 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.

3. 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
Total Undergraduate Completers
1273
1202
1183
Total Alternate Completers – Public and Private Universities
747
1185
1109
Total Alternate Completers – Private Providers
465
653
528
Overall Total
2485
3040
2820

4. 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
Undergraduate
100%
Alternate

5. 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

6. 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

7. 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

8. 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 ( )
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

9. 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

10. 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

11. 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

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