B6 Columbus Power of Two Value Added

8/3/2019 B6 Columbus Power of Two Value Added

1/17

The Power of Two:The Power of Two:

Achievement and ProgressAchievement and Progress


2/17

The Achievement LensThe Achievement Lens Provides a measure of what students

know and are able to do relative to theOhio standards, benchmarks and grade

level indicators.

Achievement tests are an important

measure of the academic learningstudents have accumulated since birth.

Creates a set of criteria for a statewide

accountability system.

Provides a measure of what students

know and are able to do relative to theOhio standards, benchmarks and grade

level indicators.

Achievement tests are an important

measure of the academic learningstudents have accumulated since birth.

Creates a set of criteria for a statewide

accountability system.


3/17

The Fit between

Achievement Measures andAccountability Criteria is

Critical

The Fit between

Achievement Measures andAccountability Criteria is

Critical


4/17

Coleman ReportColeman Report

[S]chools bring little influence to

bear upon a childs achievementthat is independent of hisbackground and general social

context (Coleman et al., 1966, p.325)

[S]chools bring little influence to

bear upon a childs achievementthat is independent of hisbackground and general social

context (Coleman et al., 1966, p.325)


5/17

Issues that arise as we connectAchievement and AccountabilityIssues that arise as we connectAchievement and Accountability

Different starting points require differentgrowth rates. A judgment of school quality is flawed if it is

based solely on the achievement levels of itsstudents.

Problematic diagnostic value

What part of academic achievement is due to SESand what part is due to the school?

Achievement Targets tend to motivatestudents and teachers who are within reach

of those targets.

Different starting points require differentgrowth rates. A judgment of school quality is flawed if it is

based solely on the achievement levels of itsstudents.

Problematic diagnostic value

What part of academic achievement is due to SESand what part is due to the school?

Achievement Targets tend to motivatestudents and teachers who are within reach

of those targets.


6/17

Proficiency Bar 75% passage rate

AchievementLevels

Grade Levels

2 3 4 5 6 7 8


7/17

The Progress LensThe Progress Lens

Uses existing achievement

measures to do the analysis. Reliable measure of student

academic growth from one test tothe next, i.e., spring to spring.

Substantial diagnostic value as wellas accountability value.

Uses existing achievement

measures to do the analysis. Reliable measure of student

academic growth from one test tothe next, i.e., spring to spring.

Substantial diagnostic value as wellas accountability value.


8/17

How is it Done?

Reading 489 220 535 218

Math 551 230 595 238Science 525 215 565 220

Social

Studies575 240 605 252

2001 2002 2003 2004

SAT9 OPT4 SAT9 OPT6

3rd 4th 5th 6th

1. We collect all of the individual student data

that is available for students.2. All of these data points are used to develop

individual student academic profiles.

Copyright 2003. Battelle for Kids

Profile forStudent One


9/17

Student Profile 1

Student Profile 2

Student Profile 3

Student Profile 4

Student Profile 5

Student Profile 6

Student Profile 7

Student Profile 8

Student Profile 9

Student Profile 10

Student Profile 11

Student Profile 12

Student Profile 13

Student Profile 14

Student Profile 15

Student Profile 16

Student Profile 17

Student Profile 18

Student Profile 19

Student Profile 20

3. Each students profile is added to a pool that containsthe profiles of all students, present and past, who have

taken the same year-end assessments.

Student Data

Includes the profiles of all

students from this year and from

past years who have taken the

same year-end assessments


The Pool


10/17

Student Projection1

Student Projection 2



















The actual results of other students

who have profiles very similar to

Student One are used to create a

statistical projection of where

Student One is likely to be at theend of a given academic year.

4. The profiles of other students with similar performance

histories are then used to create statistically reliable

projected scores for each student .

The Pool


11/17

YourSchool

Student Projection1


Student Projection 3Student Projection 4

















Mean Projected Score

Student Score 1

Student Score 2

Student

Score 3

Student Score 4

Student Score 5

Student Score 6

Student Score 7

Student Score 8

Student Score 9

Student Score 10

Student Score 11

Student Score 12

Student Score 13

Student Score 14

Student Score 15

Student Score 16

Student Score 17

Student Score 18

Student Score 19

Student Score 20

Mean Student Score

5. Mean projections and mean student scores are calculated.



12/17

Mean Student Score -Mean Predicted Scorewith additional statistical reliability factored in

= School Effect

6. The mean student score is compared to the buildingsmean predicted score to determine the School Effect.



13/17

Information provided byProgress Measures

Information provided byProgress Measures

The average progress of students in each

subject and grade level. The average progress of students at

different prior achievement levels.

Comparisons of progress across curricular

areas. Individual student progress relative to

the state and federal benchmarks.

The average progress of students in each

subject and grade level. The average progress of students at

different prior achievement levels.

Comparisons of progress across curricular

areas. Individual student progress relative to

the state and federal benchmarks.


14/17

What has been learned

from research usingprogress measures.

What has been learned

from research usingprogress measures.


15/17

Research NuggetsResearch NuggetsTeachers matter The difference between having a high and a low

quality teacher 3 years in a row is roughly 50

percentile points. Differences within schools are typically greater

than differences across schools.

Only the most effective teachers - the top 20per cent are providing instruction thatproduces adequate gain in high-achievingstudents, while students in the lowerachievement levels profit from all but the least

effective teachers.

Teachers matter The difference between having a high and a low

quality teacher 3 years in a row is roughly 50

percentile points. Differences within schools are typically greater

than differences across schools.

Only the most effective teachers - the top 20per cent are providing instruction thatproduces adequate gain in high-achievingstudents, while students in the lowerachievement levels profit from all but the least

effective teachers.


16/17

Research Nuggets (cont.)Research Nuggets (cont.) Low achieving students are the first to benefit

from improvements in teacher effectiveness.

Students of different ethnicities respondequivalently within the same quintile of teachereffectiveness.

Having a high quality teacher throughoutelementary school can substantially offset oreven eliminate the disadvantage of low socio-economic background.

Low achieving students are the first to benefitfrom improvements in teacher effectiveness.

Students of different ethnicities respondequivalently within the same quintile of teachereffectiveness.

Having a high quality teacher throughoutelementary school can substantially offset oreven eliminate the disadvantage of low socio-economic background.


17/17

Measurement of Learning Types

Achievement Status Achievement Gain

Often use

Standardized

T

est Scores

Reflect School

Quality

Both are important

to parents,

teachers, and

community

Is the ultimate metric for

student post-secondary

opportunities

Compares year to year

performances of unlike cohorts on

School Report Card

Is significantly related to student

family background

Simply put, achievement status

conveys the degree to which a

student or cohort demonstrates

performance mastery

Much of the foundational research

using this form reported

discouraging school influence onstudent achievement

Measures the progress

students make between

two points in time

Is largely unrelated to student

background factors

Though the calculations require

involved data structures, capacity, and

statistical technology, the concept is

straightforward student progress

The more recent research using this

metric found the schools / teachers

influence to be paramount forfacilitating student academic

progress

A usable gauge for measuring

school program effectiveness

for anyway that students are

grouped

Documents

B6 Columbus Power of Two Value Added