Not exact matches
Among the valuation
measures most tightly correlated across history
with actual subsequent S&P 500 total returns, the ratio of market capitalization to corporate gross
value added would now have to retreat by nearly 60 % simply to reach its pre-bubble average.
While we prefer to compare market capitalization
with corporate gross
value added, including estimated foreign revenues, the following chart provides a longer historical perspective of where reliable valuation
measures stand at present.
Specific
measures include renegotiating the North America Free Trade Agreement (NAFTA); assisting small business through Green Venture Capital Funds and tax shifting; encouraging the production and consumption of Canadian agricultural products; protecting fish stocks and promoting sustainable aquaculture; and working
with the forestry industry to protect jobs and develop
value -
added products.
With the problems with the Pearson tests, the state's bogus VAM (value added measure), the setting of cut scores, and now the data being undermined by opt out no school district should have to pay the legal fees to try to fire someone under Cuomo's silly evaluation sys
With the problems
with the Pearson tests, the state's bogus VAM (value added measure), the setting of cut scores, and now the data being undermined by opt out no school district should have to pay the legal fees to try to fire someone under Cuomo's silly evaluation sys
with the Pearson tests, the state's bogus VAM (
value added measure), the setting of cut scores, and now the data being undermined by opt out no school district should have to pay the legal fees to try to fire someone under Cuomo's silly evaluation system!
Because some states are experimenting
with value -
added approaches to
measuring school progress, it's important that federal accountability standards allow for this type of innovation.
• In the
Measures of Effective Teaching Project, students were surveyed about many dimensions of the instruction they received and these were correlated
with their teachers»
value -
added estimates.
Given these results, a modified two - step
value -
added model may be a workable compromise for states and districts that would like to implement a proportional growth model but also seek to comply
with the federal guidelines on growth
measures.
We know there's sometimes a lack of trust for
value -
added measures in general, so the idea of making them such a high - leverage personnel decision could come
with some greater costs to the profession.
Pages of Download Grade 2 Practice Sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Measurement Height 12 - 15 - Place
Value 16 - 20 - Ordinal Numbers 21 - 25 - Smallest / Largest Number in a set of numbers 26 - 29 - Greater than 30 - 33 - Less than 34 - 36 - Greater than / Less than 37 - 39 - Add or subtract write the sign in the blank 40 - 45 - Adding using place value (example: 4 + 13 + 5) 46 - 51 - Adding with words - Example - what is 150 more than 200 52 - 55 - Skip Counting 56 - 59 - Skip Counting - Missing Numbers on a Number line 60 - 65 - Reading Graphs 65 - 71 - Solving Word Problems 72 - 76 - Time 77 - 83 - Coin Identification and Coin counting 84 - 88 - Counting Dollars and coins 89 - 92 - Geometry 93 - 96 - Fractions 97 - 115 - Answer Keys 116 - 118 - Terms of Use and Credits Pages of Download Grade 3 Practice Sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Measurement Height 12 - 19 - Place Value 20 - 24 - Find the smallest / largest number from a set of numbers 25 - 28 - Number Words 29 - 32 - Skip Counting - complete the sequence 33 - 37 - Counting dollars and coins 38 - 48 - Reading thermometers - temperature 49 - 53 - Reading graphs 54 - 57 - Reading Calendars 58 - 62 - Numerators and Denominators 63 - 67 - Fraction Circles 68 - 72 - Fractions of a solid 73 - 78 - Word Problems 79 - 83 - Data Tables 84 - 88 - Multi-Step Word Problems 89 - 92 - Rounding to the nearest ten 93 - 96 - Rounding to the nearest hundred 97 - 100 - Rounding word problems 101 - 103 - Probability 104 - 107 - Geometry - identifying shapes 108 - 110 - Height of a triangle 111 - 113 - Angles identifying right, acute, and obtuse 114 - 117 - Symmetry and Angles 118 - 121 - Perimeter 122 - 125 - Area 126 - 129 - Elapsed Time 130 - 155 - Answer Keys 156 - 158 - Credits and Terms of Use Pages of Download Grade 4 practice sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Patterns 12 - 15 - Parallel and Perpendicular Lines 16 - 26 - Reading Temperature 27 - 31 - Reading Graphs 32 - 36 - Coordinate Graphs 37 - 41 - Skip Counting - complete the sequence 42 - 46 - Place Value 47 - 50 - Number Words 51 - 55 - Powers of 10 56 - 60 - Adding using Place Value 61 - 70 - Fractions 71 - 75 - Fraction Word Problems 76 - 80 - Convert Fractions to Decimals 81 - 85 - Convert Decimals to Fractions 86 - 90 - Height of a figure 91 - 95 - Missing Number in an equation 96 - 100 - Balancing Equations 101 - 105 - Data Tables - ordering numbers 106 - 110 - Data Table Addition 111 - 115 - Data Table Time 116 - 120 - Data Table Subtraction 121 - 125 - Estimation Word Problems 126 - 130 - Ratio Word Problems 131 - 134 - Probability 135 - 140 - Spinner Probability 141 - 145 - Arrays 146 - 173 - Answer Keys 174 - 177 - Credits and Terms of Use Pages of Download Grade 5 Sheets: 1 - Cover 2 - For the Teacher 3 - 7 - Units of Measure 8 - 12 - Reading Graphs 13 - 17 - Number Words 18 - 22 - Place Value 23 - 27 - Decimal Place Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
Value 16 - 20 - Ordinal Numbers 21 - 25 - Smallest / Largest Number in a set of numbers 26 - 29 - Greater than 30 - 33 - Less than 34 - 36 - Greater than / Less than 37 - 39 -
Add or subtract write the sign in the blank 40 - 45 -
Adding using place
value (example: 4 + 13 + 5) 46 - 51 - Adding with words - Example - what is 150 more than 200 52 - 55 - Skip Counting 56 - 59 - Skip Counting - Missing Numbers on a Number line 60 - 65 - Reading Graphs 65 - 71 - Solving Word Problems 72 - 76 - Time 77 - 83 - Coin Identification and Coin counting 84 - 88 - Counting Dollars and coins 89 - 92 - Geometry 93 - 96 - Fractions 97 - 115 - Answer Keys 116 - 118 - Terms of Use and Credits Pages of Download Grade 3 Practice Sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Measurement Height 12 - 19 - Place Value 20 - 24 - Find the smallest / largest number from a set of numbers 25 - 28 - Number Words 29 - 32 - Skip Counting - complete the sequence 33 - 37 - Counting dollars and coins 38 - 48 - Reading thermometers - temperature 49 - 53 - Reading graphs 54 - 57 - Reading Calendars 58 - 62 - Numerators and Denominators 63 - 67 - Fraction Circles 68 - 72 - Fractions of a solid 73 - 78 - Word Problems 79 - 83 - Data Tables 84 - 88 - Multi-Step Word Problems 89 - 92 - Rounding to the nearest ten 93 - 96 - Rounding to the nearest hundred 97 - 100 - Rounding word problems 101 - 103 - Probability 104 - 107 - Geometry - identifying shapes 108 - 110 - Height of a triangle 111 - 113 - Angles identifying right, acute, and obtuse 114 - 117 - Symmetry and Angles 118 - 121 - Perimeter 122 - 125 - Area 126 - 129 - Elapsed Time 130 - 155 - Answer Keys 156 - 158 - Credits and Terms of Use Pages of Download Grade 4 practice sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Patterns 12 - 15 - Parallel and Perpendicular Lines 16 - 26 - Reading Temperature 27 - 31 - Reading Graphs 32 - 36 - Coordinate Graphs 37 - 41 - Skip Counting - complete the sequence 42 - 46 - Place Value 47 - 50 - Number Words 51 - 55 - Powers of 10 56 - 60 - Adding using Place Value 61 - 70 - Fractions 71 - 75 - Fraction Word Problems 76 - 80 - Convert Fractions to Decimals 81 - 85 - Convert Decimals to Fractions 86 - 90 - Height of a figure 91 - 95 - Missing Number in an equation 96 - 100 - Balancing Equations 101 - 105 - Data Tables - ordering numbers 106 - 110 - Data Table Addition 111 - 115 - Data Table Time 116 - 120 - Data Table Subtraction 121 - 125 - Estimation Word Problems 126 - 130 - Ratio Word Problems 131 - 134 - Probability 135 - 140 - Spinner Probability 141 - 145 - Arrays 146 - 173 - Answer Keys 174 - 177 - Credits and Terms of Use Pages of Download Grade 5 Sheets: 1 - Cover 2 - For the Teacher 3 - 7 - Units of Measure 8 - 12 - Reading Graphs 13 - 17 - Number Words 18 - 22 - Place Value 23 - 27 - Decimal Place Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
value (example: 4 + 13 + 5) 46 - 51 -
Adding with words - Example - what is 150 more than 200 52 - 55 - Skip Counting 56 - 59 - Skip Counting - Missing Numbers on a Number line 60 - 65 - Reading Graphs 65 - 71 - Solving Word Problems 72 - 76 - Time 77 - 83 - Coin Identification and Coin counting 84 - 88 - Counting Dollars and coins 89 - 92 - Geometry 93 - 96 - Fractions 97 - 115 - Answer Keys 116 - 118 - Terms of Use and Credits Pages of Download Grade 3 Practice Sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Measurement Height 12 - 19 - Place
Value 20 - 24 - Find the smallest / largest number from a set of numbers 25 - 28 - Number Words 29 - 32 - Skip Counting - complete the sequence 33 - 37 - Counting dollars and coins 38 - 48 - Reading thermometers - temperature 49 - 53 - Reading graphs 54 - 57 - Reading Calendars 58 - 62 - Numerators and Denominators 63 - 67 - Fraction Circles 68 - 72 - Fractions of a solid 73 - 78 - Word Problems 79 - 83 - Data Tables 84 - 88 - Multi-Step Word Problems 89 - 92 - Rounding to the nearest ten 93 - 96 - Rounding to the nearest hundred 97 - 100 - Rounding word problems 101 - 103 - Probability 104 - 107 - Geometry - identifying shapes 108 - 110 - Height of a triangle 111 - 113 - Angles identifying right, acute, and obtuse 114 - 117 - Symmetry and Angles 118 - 121 - Perimeter 122 - 125 - Area 126 - 129 - Elapsed Time 130 - 155 - Answer Keys 156 - 158 - Credits and Terms of Use Pages of Download Grade 4 practice sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Patterns 12 - 15 - Parallel and Perpendicular Lines 16 - 26 - Reading Temperature 27 - 31 - Reading Graphs 32 - 36 - Coordinate Graphs 37 - 41 - Skip Counting - complete the sequence 42 - 46 - Place Value 47 - 50 - Number Words 51 - 55 - Powers of 10 56 - 60 - Adding using Place Value 61 - 70 - Fractions 71 - 75 - Fraction Word Problems 76 - 80 - Convert Fractions to Decimals 81 - 85 - Convert Decimals to Fractions 86 - 90 - Height of a figure 91 - 95 - Missing Number in an equation 96 - 100 - Balancing Equations 101 - 105 - Data Tables - ordering numbers 106 - 110 - Data Table Addition 111 - 115 - Data Table Time 116 - 120 - Data Table Subtraction 121 - 125 - Estimation Word Problems 126 - 130 - Ratio Word Problems 131 - 134 - Probability 135 - 140 - Spinner Probability 141 - 145 - Arrays 146 - 173 - Answer Keys 174 - 177 - Credits and Terms of Use Pages of Download Grade 5 Sheets: 1 - Cover 2 - For the Teacher 3 - 7 - Units of Measure 8 - 12 - Reading Graphs 13 - 17 - Number Words 18 - 22 - Place Value 23 - 27 - Decimal Place Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
Value 20 - 24 - Find the smallest / largest number from a set of numbers 25 - 28 - Number Words 29 - 32 - Skip Counting - complete the sequence 33 - 37 - Counting dollars and coins 38 - 48 - Reading thermometers - temperature 49 - 53 - Reading graphs 54 - 57 - Reading Calendars 58 - 62 - Numerators and Denominators 63 - 67 - Fraction Circles 68 - 72 - Fractions of a solid 73 - 78 - Word Problems 79 - 83 - Data Tables 84 - 88 - Multi-Step Word Problems 89 - 92 - Rounding to the nearest ten 93 - 96 - Rounding to the nearest hundred 97 - 100 - Rounding word problems 101 - 103 - Probability 104 - 107 - Geometry - identifying shapes 108 - 110 - Height of a triangle 111 - 113 - Angles identifying right, acute, and obtuse 114 - 117 - Symmetry and Angles 118 - 121 - Perimeter 122 - 125 - Area 126 - 129 - Elapsed Time 130 - 155 - Answer Keys 156 - 158 - Credits and Terms of Use Pages of Download Grade 4 practice sheets: 1 - Cover 2 - For the Teacher 3 - 6 - Measurement Length 7 - 11 - Patterns 12 - 15 - Parallel and Perpendicular Lines 16 - 26 - Reading Temperature 27 - 31 - Reading Graphs 32 - 36 - Coordinate Graphs 37 - 41 - Skip Counting - complete the sequence 42 - 46 - Place
Value 47 - 50 - Number Words 51 - 55 - Powers of 10 56 - 60 - Adding using Place Value 61 - 70 - Fractions 71 - 75 - Fraction Word Problems 76 - 80 - Convert Fractions to Decimals 81 - 85 - Convert Decimals to Fractions 86 - 90 - Height of a figure 91 - 95 - Missing Number in an equation 96 - 100 - Balancing Equations 101 - 105 - Data Tables - ordering numbers 106 - 110 - Data Table Addition 111 - 115 - Data Table Time 116 - 120 - Data Table Subtraction 121 - 125 - Estimation Word Problems 126 - 130 - Ratio Word Problems 131 - 134 - Probability 135 - 140 - Spinner Probability 141 - 145 - Arrays 146 - 173 - Answer Keys 174 - 177 - Credits and Terms of Use Pages of Download Grade 5 Sheets: 1 - Cover 2 - For the Teacher 3 - 7 - Units of Measure 8 - 12 - Reading Graphs 13 - 17 - Number Words 18 - 22 - Place Value 23 - 27 - Decimal Place Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
Value 47 - 50 - Number Words 51 - 55 - Powers of 10 56 - 60 -
Adding using Place
Value 61 - 70 - Fractions 71 - 75 - Fraction Word Problems 76 - 80 - Convert Fractions to Decimals 81 - 85 - Convert Decimals to Fractions 86 - 90 - Height of a figure 91 - 95 - Missing Number in an equation 96 - 100 - Balancing Equations 101 - 105 - Data Tables - ordering numbers 106 - 110 - Data Table Addition 111 - 115 - Data Table Time 116 - 120 - Data Table Subtraction 121 - 125 - Estimation Word Problems 126 - 130 - Ratio Word Problems 131 - 134 - Probability 135 - 140 - Spinner Probability 141 - 145 - Arrays 146 - 173 - Answer Keys 174 - 177 - Credits and Terms of Use Pages of Download Grade 5 Sheets: 1 - Cover 2 - For the Teacher 3 - 7 - Units of Measure 8 - 12 - Reading Graphs 13 - 17 - Number Words 18 - 22 - Place Value 23 - 27 - Decimal Place Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
Value 61 - 70 - Fractions 71 - 75 - Fraction Word Problems 76 - 80 - Convert Fractions to Decimals 81 - 85 - Convert Decimals to Fractions 86 - 90 - Height of a figure 91 - 95 - Missing Number in an equation 96 - 100 - Balancing Equations 101 - 105 - Data Tables - ordering numbers 106 - 110 - Data Table Addition 111 - 115 - Data Table Time 116 - 120 - Data Table Subtraction 121 - 125 - Estimation Word Problems 126 - 130 - Ratio Word Problems 131 - 134 - Probability 135 - 140 - Spinner Probability 141 - 145 - Arrays 146 - 173 - Answer Keys 174 - 177 - Credits and Terms of Use Pages of Download Grade 5 Sheets: 1 - Cover 2 - For the Teacher 3 - 7 - Units of
Measure 8 - 12 - Reading Graphs 13 - 17 - Number Words 18 - 22 - Place
Value 23 - 27 - Decimal Place Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
Value 23 - 27 - Decimal Place
Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms o
Value 28 - 32 - Rounding Numbers 33 - 37 - Complete the sequence, skip counting 38 - 42 - Solving Equations 43 - 47 - Variable Equations 48 - 52 - Simplify Expressions 53 - 57 - Finding the Mean 58 - 62 - Mean, Median, Mode 63 - 67 - Greatest Common Factor 68 - 72 - Fractions 73 - 77 - Comparing a set of Fractions 78 - 83 - Comparing Multiple Fractions 84 - 93 - Fraction Word Problems 94 - 98 - Estimating / Estimation Word Problems 99 - 103 - Possible Outcome Problems 104 - 108 - Distance Word Problems 109 - 113 - Division Word Problems 114 - 118 - Ratio Word Problems 119 - 124 - Coordinate Graphs 125 - 130 - Perimeter 131 - 135 - Area 136 - 145 Elapsed Time Clocks and Watches 146 - 171 - Answer Keys 172 - 175 - Credits and Terms of Use
The same stance characterized the Gates Foundation's
Measures of Effective Teaching report last winter, with its effort to gauge the utility of various teacher evaluation strategies (student feedback, observation, etc.) based upon how closely they approximated value - added m
Measures of Effective Teaching report last winter,
with its effort to gauge the utility of various teacher evaluation strategies (student feedback, observation, etc.) based upon how closely they approximated
value -
added measuresmeasures.
We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about,
with that teacher's actual ability to do so as
measured by their
value added, the difference in student achievement that we can attribute to the teacher.
With «
value added» methods of
measuring student - learning gains continuing to grow in popularity, policymakers and researchers met here last week to explore possible new ways of using the sometimes controversial approaches and to debate their pluses and pitfalls.
We
measured value -
added with the average change in combined reading and math scores for a school's students between the end of 3rd grade and the end of 4th grade; we
measured cross-cohort changes
with the change in 4th grade scores from one year to the next.
Therefore, the difference between the 25th and 75th percentile of the teacher quality distribution,
measured in terms of
value -
added, is just three percentile points in the h - index distribution (and the opposite signed relationship as seen
with the other
measure of research quality).
Again, the relationship is virtually flat:
with each percentile point improvement in
measured teaching
value -
added, a faculty member is 0.067 percentile points higher in the h - index ranking.
While this approach contrasts starkly
with status quo «principal walk - through» styles of class observation, its use is on the rise in new and proposed evaluation systems in which rigorous classroom observation is often combined
with other
measures, such as teacher
value -
added based on student test scores.
In addition, our analysis does not compare
value added with other
measures of teacher quality, like evaluations based on classroom observation, which might be even better predictors of teachers» long - term impacts than VA scores.
Now Tomberlin is working
with teachers on several areas that could be included in the evaluation system: content pedagogy, participation in professional learning communities, student surveys, teacher work product, teacher observation, student learning objectives, and
value -
added measures to determine if students have achieved a year's work in their subject.
The main concern
with value -
added assessment is that the technique exacerbates the amount of random error involved in
measuring student performance.
While the
value -
added models utilized by the authors control for the prior student achievement, the increasingly positive selection into charters almost certainly brings more students
with hard - to -
measure positive attributes.
That project began
with an exploration of merit pay, using a
value -
added model, to
measure student progress during their time
with individual teachers.
These and other findings
with respect to the correlates of teacher effectiveness are obtained from estimations using
value -
added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to
measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001 - 2002 through 2008 - 2009.
He endorsed moving forward
with value -
added as one
measure of teacher effectiveness.
Now,
with Republican governors like Scott Walker in Wisconsin and John Kasich in Ohio publicly taking on collective bargaining for public school teachers, replacing strict salary schedules
with merit pay, and introducing
value -
added measures into decisions about salaries and tenure, events have caught up to his message.
While elements such as state standards, accountability
measures, and
value added measures are gaining acceptance, other important components, especially performance - based pay and increased choice options, are opposed by powerful forces — such as the politically connected teachers unions —
with vested interests in the current system.
They claim that
value -
added studies that
measure gains from one point in time to the next fail to account for the fact that «two students can have pretest scores and similar schooling conditions during a grade and still emerge
with different posttest scores influenced by different earlier schooling conditions.»
Testing, especially
with value -
added measures attached, functionally requires teachers to waste precious time on low - yield activities (practicing inferring; finding the main idea, etc.) that would be better spent building knowledge across subjects.
In a briefing paper prepared for the National Academy of Education (NAE) and the American Educational Research Association, Linda Darling - Hammond and three other distinguished authors reached the following conclusion: «
With respect to
value -
added measures of student achievement tied to individual teachers, current research suggests that high - stakes, individual - level decisions, as well as comparisons across highly dissimilar schools or student populations should be avoided.»
Assuming them away leaves little room for the possibility that performance
measures that are not correlated
with value -
added might be transmitting crucial information about teaching quality, or that there is a disconnect between good teaching and testing gains.
Indeed, the reliability that we saw
with single classroom observations (around.4) would have been on the low end of the reliability of
value -
added measures.
None of the
measures of data use had a significant effect on student achievement when
added to the equation on their own, nor did they have any unique explanatory
value when combined
with the four demographic
measures in the final equation.
The real «reforms,» here, pertained to the extent to which
value -
added model (VAM) or other growth output were combined
with these observational
measures, and the extent to which districts adopted state - level observational models as per the centralized educational policies put into place at the same time.
As currently practiced,
value -
added assessment relies on a strong assumption about the scales used to
measure student achievement, namely that these are interval scales,
with equal - sized gains at all
Join Teach Plus on Thursday, November 17, from 5 - 7:30 pm for an important conversation on the questions surrounding student growth
measures with experts Noah Bookman, LAUSD Program and Policy Development Advisor, Dr. Rob Meyer, research professor and Director of the
Value -
Added Research Center at the University of Wisconsin, and Chris Bertelli, Executive Director at The College - Ready Promise.
I've already seen at least one post from a teacher of «gifted» students, complaining that she now has a negative
value added measure because her students started the year
with very high test scores.
(c) Beginning
with teacher evaluations for the 2015 - 2016 school year, if a teacher's schedule is comprised of grade levels, courses, or subjects for which the
value -
added progress dimension prescribed by section 3302.021 of the Revised Code or an alternative student academic progress
measure if adopted under division (C)(1)(e) of section 3302.03 of the Revised Code does not apply, nor is student progress determinable using the assessments required by division (B)(2) of this section, the teacher's student academic growth factor shall be determined using a method of attributing student growth determined in accordance
with guidance issued by the department of education.
Instead, additional
measures, such as past performance on other
measures, could be used as a screener in conjunction
with value -
added.
But as
with any system of ranking or scoring,
value -
added measures are far from perfect; they are subject to bias, distortion and error.
Moreover, the research suggests that
value -
added scores may be more effective as incentive tools when they are combined
with observational and other
measures that can give teachers information on practices.
Artificial inflation is a term I recently coined to represent what is / was happening in Houston, and elsewhere (e.g., Tennessee), when district leaders (e.g., superintendents) mandate or force principals and other teacher effectiveness appraisers or evaluators to align their observational ratings of teachers» effectiveness
with teachers»
value -
added scores,
with the latter being (sometimes relentlessly) considered the «objective
measure» around which all other
measures (e.g., subjective observational
measures) should revolve, or align.
A third potential way to use
value -
added measures to improve schools is to provide teachers
with incentives for better performance.
New observational protocols are likely to be more useful than
value -
added measures because they provide teachers
with information on specific teaching practices.
Changes in school organization and instruction should be made
with caution and attention to effective instructional practice — not so that we can have better
value -
added measures.
As
with any
measure,
value -
added can lead to two kinds of misclassification: putting a teacher in a group to which he does not truly belong — a false positive — or failing to put him in a category in which he does belong — a false negative.
With some districts already using
value -
added measures to make decisions about hiring, firing and promotion,
value added is a sharp tool.
[12] The imprecision of the
value -
added measures alone suggests that combining them
with other
measures would be useful for these kinds of decisions.
That is, assessing programs
with value -
added measures is easier than it is
with test scores alone because the
value -
added measures account for differences in the students that teachers teach.
Reliability is also considered a significant issue
with value -
added measures.
The most common way to use multiple
measures in teacher accountability is through weighted averages of
value -
added with other gauges of teacher performance.
With triage based on
value -
added measures alone, teachers might receive substantially more consistent and intensive feedback than what they now get.