quality george noell, ph.d. louisiana state university and a&m college/louisiana department of...
TRANSCRIPT
quality
quality
George Noell, Ph.D.Louisiana State University and A&M College/Louisiana Department of Education
Kristin GansleLouisiana State University and A&M College
Jeanne M. Burns, Ph.D.Louisiana Board of Regents
2008-09 ResultsValue-Added Teacher Preparation
Assessment Model
Board of Regents August 27, 2009
quality
Four Levels of Effectiveness forTeacher Preparation Programs in Louisiana
Level 1: Effectiveness of Planning
(Redesign of Teacher Preparation Programs)
Level 2: Effectiveness of Implementation
(NCATE – Comprehensive Assessment System)
Level 3: Effectiveness of Impact
(Teacher Preparation Accountability System)
Level 4: Effectiveness of Growth in
Student Learning
(Value Added Teacher Preparation
Program Assessment)
quality
Development of Model
• Blue Ribbon Commission – Growth Variable (2000-2001)
• University Struggle to Create Authentic Assessment during Redesign (2002-2003)
• BoR Support to Develop and Pilot Value Added Teacher Preparation Assessment Model (2003-04, 2004-05, & 2005-06)
• BoR Support to Expand and Implement Value Added Teacher Preparation Assessment Model (2006-07, 2007-08, & 2008-09)
• BoR Support to Conduct Qualitative Research Study (2007-08 & 2008-09)
quality
Louisiana State University Quantitative Research Team
• Co-Principal Investigators: Dr. George Noell & Dr. Kristin Gansle (Louisiana State University and A&M College)
• LSU Research Team Members: Bethany Porter, Maria Patt, Amanda Dahir, Michael Schaffer
Grant funded byCarnegie Corporation of New York &
Louisiana Board of Regents
quality
Value-Added Teacher PreparationAssessment Model
Process
• Predict student achievement based on
prior achievement, demographics, and
attendance.• Assess actual student achievement.• Calculate degree to which students
taught by new teachers met achievement of similar students taught by experienced teachers.
• Act on results.
quality
2008-09 StudyBreakdown of Data
• Years 2005-2006, 2006-07, and 2007-08
• Student Grade Levels: Grades 4-9
• Content Areas: Mathematics; Science; Social Studies; Language Arts; and Reading
• Tests: i-LEAP and LEAP-21
• Pathways for New Teachers: Undergraduate and Alternate Certification Programs (Master of Arts in Teaching, Practitioner Teacher Program, and Non-Master’s/Certification-Only)
quality
New and Experienced Teachers
• New Teachers: – 1st and 2nd year teachers with regular
certificates– Completed Teacher Preparation Program
within 5 years– Teaching within area of certification
• Experienced Teachers– 3rd or subsequent year teachers with regular certificates – Teaching within area of certification
quality
The Assessment Model
quality
Criteria for Inclusion of New Teachers in Study
• Post-Redesign Programs: Programs that were redesigned for grades PK-3, 1-5, 4-8, and 6-12 and began admitting pre-service teachers on July 1, 2003. (Universities stopped admitting candidates to the pre-redesign programs on July 1, 2003. A phase out period is occurring for pre-redesign programs.)
• Each Content Area:– 25 or more new teachers in grades 4-9 – At least 10 new teachers per year– Teaching within certification– Remained with student full academic year
quality
quality Key Findings
Post-Redesign
quality
Effect Estimates for Post-RedesignAlternate Certification Program
SciencePerformance Bands Effect Estimates
Level 1: Programs more effective than experienced teachers.
Northwestern State University (+3.7)University of Louisiana at Monroe (+2.2)
Level 2: Programs comparable in effectiveness to experienced teachers.
The New Teacher Project (+0.9)
Level 3: Programs comparable in effectiveness to new teachers.
Louisiana College (-1.4)Louisiana Resource Center (-1.8)University of Louisiana at Lafayette (-3.1)
(Note: Mean for new teachers = -1.4)
Level 4: Programs less effective than new teachers.
Level 5: Programs significantly less effective.
quality
Effect Estimates for Post-RedesignAlternate Certification Program
Social StudiesPerformance Bands Effect Estimates
Level 1: Programs more effective than experienced teachers.
University of Louisiana at Monroe (+1.4)
Level 2: Programs comparable in effectiveness to experienced teachers.
Northwestern State University (-0.4)
Level 3: Programs comparable in effectiveness to new teachers.
Louisiana College (-2.8)University of Louisiana at Lafayette (-2.8)Louisiana Resource Center (-3.0)The New Teacher Project (-3.1)
(Note: Mean for new teachers = -2.1)
Level 4: Programs less effective than new teachers.
Level 5: Programs significantly less effective.
quality
Effect Estimates for Post-RedesignAlternate Certification Program
MathematicsPerformance Bands Effect Estimates
Level 1: Programs more effective than experienced teachers.
The New Teacher Project (+5.7)
Level 2: Programs comparable in effectiveness to experienced teachers.
Level 3: Programs comparable in effectiveness to new teachers.
University of Louisiana at Monroe (-0.2)Northwestern State University (-1.0)Louisiana College (-2.2)University of Louisiana at Lafayette (-2.9)Louisiana Resource Center (-3.4)
(Note: Mean for new teachers = -2.7)
Level 4: Programs less effective than new teachers.
Level 5: Programs significantly less effective.
quality
Effect Estimates for Post-RedesignAlternate Certification Program
Language ArtsPerformance Bands Effect Estimates
Level 1: Programs more effective than experienced teachers.
Level 2: Programs comparable in effectiveness to experienced teachers.
University of Louisiana at Monroe (+2.6)Louisiana State University at Shreveport (+2.4)The New Teacher Project (+2.0)Southeastern Louisiana University (+1.9)Louisiana College (+1.6)Northwestern State University (+0.4)
Level 3: Programs comparable in effectiveness to new teachers.
Louisiana Resource Center (-2.7)
(Note: Mean for new teachers = -2.9)
Level 4: Programs less effective than new teachers.
University of Louisiana at Lafayette (-4.9)
Level 5: Programs significantly less effective.
quality
Effect Estimates for Post-RedesignAlternate Certification Program
Reading
Performance Bands Effect Estimates
Level 1: Programs more effective than experienced teachers.
The New Teacher Project (+4.1)
Level 2: Programs comparable in effectiveness to experienced teachers.
Louisiana College (+1.2)Northwestern State University (+0.4)University of Louisiana at Monroe (+0.2)
Level 3: Programs comparable in effectiveness to new teachers.
University of Louisiana at Lafayette (-2.9)
(Note: Mean for new teachers = -2.8)
Level 4: Programs less effective than new teachers.
Louisiana Resource Center (-6.3)
Level 5: Programs significantly less effective.
quality
Effect Estimates for Post-RedesignUNDERGRADUATE Certification
Program
Performance Bands Effect Estimates
Level 3: Programs comparable in effectiveness to new teachers.
University of Louisiana at Lafayette (-0.8)
(Note: Mean for new teachers = -1.4)
Performance Bands Effect Estimates
Level 3: Programs comparable in effectiveness to new teachers.
University of Louisiana at Lafayette (-3.1)
(Note: Mean for new teachers = -2.1)
SOCIAL STUDIES
READING
Performance Bands Effect Estimates
Level 3: Programs comparable in effectiveness to new teachers.
University of Louisiana at Lafayette (-2.8)
(Note: Mean for new teachers = -2.8)
SCIENCE
quality
Effect Estimates for Post-RedesignUNDERGRADUATE Certification Program
Performance Bands Effect Estimates
Level 3: Programs comparable in effectiveness to new teachers.
Louisiana State University (-2.5) University of Louisiana at Lafayette (-4.3)
(Note: Mean for new teachers = -2.7)
Performance Bands Effect Estimates
Level 3: Programs comparable in effectiveness to new teachers.
Louisiana State University (-3.7)
(Note: Mean for new teachers = -2.9)
Level 4: Programs less effective than new teachers.
University of Louisiana at Lafayette (-4.7)
MATHEMATICS
ENGLISH/LANGUAGE ARTS
quality
Impact of Teachers Who Are Not Content Certified
Content Coefficient (CI)
Mathematics -2.8(-3.4, -2.3)
Reading -2.2(-2.5, -1.8)
Language Arts -3.6(-4.2, -3.1)
Science -1.6(-2.0, -1.3)
Social Studies -2.5(-3.0, -1.9)
Teachers who are not content certified are less effective than content area certified teachers.
quality
Principal Implications of Quantitative Research Study
• Teacher preparation programs can prepare new teachers whose students demonstrate achievement that is comparable to the achievement of students taught by experienced certified professionals.
• Varying levels of effectiveness exist within teacher preparation programs and across teacher preparation programs.
• Teachers who are not content certified are less effective than content area certified teachers.
• 2007-08 and 2008-09 results are generally consistent within the performance bands.
• The mixed linear models developed for the content areas shared a great deal in common.
Teacher Preparation Matters
quality
State Qualitative ResearchStudy
Grant funded byCarnegie Corporation of New York &
Louisiana Board of Regents
Why do students taught by new teachers from some teacher preparation programs demonstrate greater
growth in learning than students taught by new teachers from other teacher preparation programs?
RESULTS WILL BE PRESENTED AT THE SEPTEMBER 2009 BOARD OF REGENTS
MEETING
quality
FOR ADDITIONAL INFORMATION
George [email protected]
Kristin [email protected]
Jeanne M. Burns [email protected]
http://www.regents.state.la.us/Academic/TE/Value%20Added.htm