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Value Added Models and Equity
Transcript of Value Added Models and Equity
Equity in Value Added Models for Educator Effectiveness
Tim Hand June, 2014
VAM and Equity
Identify a teacher's unique contribution to student learning
Focus on scale score growth as opposed to % Proficient
VAM - Educator Effectiveness
Teachers teaching every level of student have an equal opportunity to be successful
Measures of Effective Teaching Project
Using only one year's worth of teacher or student data leaves too much room for variation and evaluation categories become statistically less meaningful.
VAM scores using three years worth of student data and three years worth of educator data strongly correlate with a 4th year VAM score (.94 correlation coefficient).
Ineffective Value Added Models for Educator Effectiveness
Using Only Prior Performance accounts for differences in student background
Teachers are not advantaged or disadvantaged by having certain types of students in their classrooms
VAM and Equity
First large scale study to demonstrate, using random assignment, that it is possible to identify great teaching
* 3,000 teachers
Educator Effectiveness measured with student surveys, classroom observations, and student achievement gains
Randomly assigned to different classrooms of students in the second year
The teachers whose students performed better on average during the first year also had students who performed better on average following random assignment
Moreover, the magnitude of achievement gains they generated aligned with predictions
Using student background for predicting achievement accounts for much less variation than prior performance and incorrectly assumes that all human beings with the same background and labels (swd, ell, white) have the same educational capacity and ability
No Child Left Behind
Is this a good score ?
About One Student
LCPS NMSBA TRENDS BY CATEGORY