1. Dallas ISD’s Value-Added Model School Effectiveness Index (SEI) Classroom Effectiveness Index (CEI) Data Analysis, Reporting, and Research Services

2. 2 Why Dallas ISD Uses Indices  To gauge students’ progress in relation to their peers  To hold schools and teachers accountable for the improvement of all students, both those who are not passing and those who are  To reward improvement, not just passing rates

3. 3 Objectives of this Segment  Explain the Indices (SEIs and CEIs) without complex formulas and statistics Basics of value-added models Computation of the Indices  Address common concerns

4. 4 Passing Rates  Passing rates are important Demonstrate efforts of schools and teachers Main components of state (AEIS) and federal (AYP) accountability systems Reflect a necessary minimum standard of achievement  Passing rates are insufficient Innate student differences are ignored Performance alone tells little about growth and effect of instruction “Setting the bar” fails to challenge proficient and excellent students

5. 5 Value-Added Measures  Measures based on value-added models address these issues By factoring in characteristics that may impact students’ learning (gender, ethnicity, language proficiency, socio-economic status, etc.) By measuring a student’s change in performance relative to her peers’ By creating comparison measures for all students, every year

6. 6 What is “Value-Added”?  A value-added model measures the “academic value” added to students after a year of instruction  Components: Previous level of achievement (academic value at the end of the prior school year) Current level of achievement (academic value at the end of this school year) Difference (change, growth, gain, etc.)

7. 7 Value-added “Growth” A note to which we will return… In the Dallas ISD, “Growth” ≠ Current score – Previous score

8. 8 Are the Indices “Fair”?  “Our (My) students were struggling students to start with. That’s why they didn’t do as well as other students.”  “Most of our (my) students were limited English proficient. We (I) can’t be compared to schools (teachers) that had only non-LEP students!”  “Our (My) students didn’t pass, but they did much better than last year. Shouldn’t that count?”

9. 9 Are the Indices “Fair”?  “Our (My) students had high scores last year. They didn’t have much room to ‘grow,’ not like students with low scores.”  “We (I) had many of our (my) students for only a few months. How can we (I) be held accountable for their progress?”

10. 10 Fairness Variables  These questions are valid  A value-added model for accountability does address these fairness issues Compare students with the same previous level of achievement Compare students with the same demographic characteristics Evaluate change in achievement without regard to arbitrary standards Include only students at the school/in the classroom for most of school year

11. 11 Fairness Variables Student performance controlled for: Previous level of achievement Gender Ethnicity English-language proficiency Free or reduced-price lunch status Neighborhood family income Neighborhood education level Neighborhood poverty index

12. 12 Grouping Students on Fairness Variables Identify unique groups of students districtwide Grade 3 students MaleFemale LEPNon-LEPLEPNon-LEP Group A Group B Group C Group D... Group n Student Variable

13. 13 Criteria for “Eligibility”  Continuously enrolled: in attendance for a minimum number of instructional days  For measures based on the TAKS, not retained in either of last two years  Appropriate scores from last year and current year  (CEIs) Received instruction in all six-week grading periods

14. 14 Value-added “Growth”  Growth ≠ Current score – Previous score  Computation of “growth” For each unique group, determine the expected score on the current year test Evaluate a student’s performance based on how far from expected it was  Potential consequences: Student’s score “falls”  above expectation Student’s score “rises”  below expectation

15. 15 Value-Added Growth Students in a Group with 40% of Items Correct Last Year District students that started with 40% of items correct, on average got 50% of items correct this year. Students scoring above the district average exceed expectation Students scoring below the district average did not meet expectation 50% Correct 40% Correct

16. 16 Value-Added Growth Students In a Group with 80% of Items Correct Last Year District students that started with 80% of items correct, on average got 70% of items correct this year. Students scoring above the district average exceed expectation Students scoring below the district average did not meet expectation 70% Correct 80% Correct

17. 17 Value-Added Growth Two Entities with Passing Rate Increase (20% to 30%) “ Fail ”  “ Fail ” “ Pass ”  “ Pass ”“ Fail ”  “ Pass ” “ Pass ”  “ Fail ” School/Teacher A: All but two students exceeded expectation = high Index School/Teacher B: All students failed to meet expectation = low Index Student starting with 20 items correct

18. 18 Value-Added Growth Two Entities with Passing Rate Decrease (80% to 70%) School/Teacher D: 6/10 students exceeded expectation = high Index School/Teacher C: Only 1/10 students exceeded expectation = low Index Student starting with 40 items correct

19. 19 Indicators  CEIs TAKS Norm-referenced Assessment of Course Performance (ACPs)  SEIs, above plus graduation rate SAT/PSAT/ACT participation PSAT averages Percentage passing AP exams Percentage enrolled in AP courses

20. 20 Summary: Indices  Measure amount of academic progress after receiving a year of instruction  High Indices indicate more progress than similar students across the district  Provide an additional tool to determine progress  Cannot be used in isolation from other tools: they don’t tell how to effect the change, just provide evidence

21. 21 Contact Evaluation & Accountability  972-925-3503  http://www.dallasisd.org/eval/http://www.dallasisd.org/eval/ Data Analysis, Reporting, and Research Services  972-925-6446  OIR@dallasisd.org@dallasisd.org  MyData Portal: https://portal.dallasisd.org/mydata Teaching & Learning  ccentral@dallasisd.orgccentral@dallasisd.org  Curriculum Central: https://portal.dallasisd.org/curriculum