Enquiring mines wanna no.... Who is it? Coleman Report “[S]chools bring little influence to bear upon a child’s achievement that is independent of

Quick Thoughts onValue Added

in OhioEnquiring mines wanna no . . .

Who is it?On the next slide two photographs will appear.

Do you think you will recognize the images in the photos?

YES or NO

Coleman Report“[S]chools bring little influence to bear upon a child’s achievement that is independent of his background and general social context.”

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

Measuring Achievement Is Not Enough

It is part of the “picture” . . .but let’s look a picture of

achievement . . .

The Achievement “Lens”Provides a measure of what students

know and are able to do relative to the Ohio standards, benchmarks and grade level indicators.

Achievement tests are an important measure of the academic learning students have accumulated since birth.

Creates a set of criteria for a statewide accountability system.

But Issues Arise When We ConnectSchool Quality only to achievement What part of academic achievement

is due to SES and what part is due to the school?

Achievement scores alone have problematic diagnostic value

A judgment of school quality is flawed if it is based solely on the achievement levels of its students. (see next slide)

Proficiency Bar — 75% passage rate

Ach

ieve

men

t L

eve

ls

Grade Levels 2 3 4 5 6 7 8

High SES school

Low SES

school

Enter Value-AddedThe focus of this lens is progress . . . The School’s Most Important Product

. . .

The Progress “Lens”Uses existing achievement measures to do the

analysis.Is a reliable measure of student academic growth

from one test to the next, i.e., spring to spring.Has substantial diagnostic value as well as

accountability value.Provides data on

average progress of students in each subject and grade level.

average progress of students at different prior achievement levels.

comparisons of progress across curricular areas.

How is it Done?

Reading 489 220 535 218

Math 551 230 595 238

Science 525 215 565 220

SocialStudies 575 240 605 252

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 for “Student One”

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 student’s profile is added to a pool that contains the 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

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 the end 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

Your School

Student Projection1




















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.


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

= School Effect

6. The mean student score is compared to the building’s mean predicted score to determine the School Effect.


16

Ohio’s Value-Added Measure

Measures the contribution of a school or district to the progress of its students on test scores

Scores are measured in “Normal Curve Equivalent” gains

“0” gain represents the typical or “expected” gain

“Value-Added” is based on the 2006 – 07 distribution of scores

Scores use a measure of precision (1 Standard Error) to help describe the Value-Added classification

17

There are three classification “bands”using “gain score” and 1 Standard Error

• + Above expected growth (Green)

• Met expected growth (“one year of growth in one year of time”) (Yellow)

• - Below expected growth (Red)

Ohio’s Value-Added Measure

-10

0

10

Gain = 4 SE = 3

Gain = 4 SE = 5

Gain = 3 SE = 1

Gain = -4 SE = 5

Gain = -3 SE = 2

Gain = -5 SE = 1

Meet ( )

Exceed (+)

Meet ( )

Not Meet (-)

Not Meet (-)

Gain Score, Standard Error and Classifications Relative to Value-Added Standard

Exceed (+)

Connection ofValue-Added to

State Report Card System

How Value-Added ImpactsThe Ohio School Report Card Scores

Ohio’s Report Card System. . . Ohio's Accountability Scheme

The yearly “Report Card” is Ohio’s way to insure accountability among its schools and communicate this accountability to the public.

The Ohio Department of Education (aka, ODE) publishes an annual guide for understanding the Report Card.

Ohio School Performance DesignationsSchools and school districts “earn” designations

from the State of Ohio based on their performance. These designations are: Excellent with Distinction Excellent Effective Continuous Improvement Academic Watch Academic Emergency

The School Year Report Card contains the evidence on which these designations are based and includes four components . . . One of these components is Value Added

State Report Card(component 4 – Value Added . . .)

Value-added results are calculated for schools with grades 4-8 in reading and mathematics. Additionally, a composite is displayed on the front of the report card. The composite impacts the district’s or school’s rating. Results will be displayed using the following symbols:( + ) A plus symbol indicates that a district or school

has achieved more than one year of expected growth in student progress.

( √ ) A check symbol indicates that a district or school has achieved one year of expected growth in student progress.

( - ) A minus symbol indicates that a district or school has achieved less than one year of expected growth in student progress.

State Report Card(component 4 – Value Added - continued . . .)

Consequences:A district or school that achieves, on the

composite result, an “Above Expected Growth” for two consecutive years may increase its rating by one category. For instance, a school otherwise rated as Effective may be raised to Excellent if it achieves a “+” designation for two consecutive years.

Districts and schools that show “Below Expected Growth” for three consecutive years will have their designation reduced.

Measurement of Learning TypesAchievement Status Achievement Gain

Often use Standardized Test 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 on student 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 progressThe more recent research using this metric found the school’s / teacher’s influence to be paramount for facilitating student academic progress

A usable gauge for measuring school program effectiveness for anyway that students are grouped

Research NuggetsTeachers matterThe 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 20 per cent – are providing instruction that produces adequate gain in high-achieving students, while students in the lower achievement levels profit from all but the least effective teachers.

Having a high quality teacher throughout elementary school can substantially offset or even eliminate the disadvantage of low socio-economic background.

https://ohiova.sas.com/evaas/signin.faces

And Finally . . . .

Use the above link to explore school districts and buildings throughout Ohio to view how they performed on the Value-Added standard.



Documents

Enquiring mines wanna no.... Who is it? Coleman Report “[S]chools bring little influence to bear upon a child’s achievement that is independent of