VALUE ADDED ANALYSIS: OVERVIEW

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VALUE ADDED ANALYSISOVERVIEW PRACTICAL
APPROACHES

• By Lisa Huelskamp, Coordinator Gifted Education
• huelskaL_at_westerville.k12.oh.us 614-797-6815
• Special thanks to Ann Sheldon of OAGC for her
  assistance

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What is Project SOAR?

• A comprehensive approach to standards-based
  education utilizing data, building capacity, and
  research.
• A statistically reliable measure of student,
  building, district progress.
• Providing tools, training professional
  development to assist educators in their work.

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By 2007-2008, per H. B 3, Ohio will incorporate
value-added assessment as part of the
accountability system. The implications for
Ohios gifted children are potentially huge

• Districts (especially suburban) wont be able to
  use proficiency tests as the bar.
• Consideration for high ability students will be
  apparent.
• Gifted children may well show up as the most left
  behind group in Ohio.
• Strong, meaningful, and far reaching delivery of
  gifted services will needed.

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Value-Added in Ohio Project Soar

• Battelle for Kids SOAR (Schools Online
  Achievement Reports)
• Operated by Battelle for Kids
• Began in 2002 with 42 districts
• Now includes 100
• Provides Analysis in all core subjects gr 3-10
• Uses state and national tests
• Uses the mean predicted model (i.e., school
  effect mean gain minus expected growth)
• Expected growth is normative (ave. growth)

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Value-Added in Ohio every district

• Operated by ODE
• Began as a gr. 4 pilot in 2006 in all districts
  and community schools
• Provides Analysis in Math and Reading for grades
  4-8
• Uses only state achievement test data
• May use the mean gain model
• Expected growth is set by Ohio B of Ed.

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What is Value-Added Analysis?

• Each child should make a years growth for a
  years worth of instruction
• Value-added compares the gains each student makes
  from year to year with the gains made by a
  normative sample for that same student between
  the same grades
• How is that determined?

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How Value-Added is Determined

• Standardize the measures to produce a single
  scale score for equal comparisons
• Calculate the average expected gain
• Calculate the annual gains made in each grade
  level and subject area for each student
• Measure the amount of gain above or below a
  normal years gain to determine the value-added
  by classroom, building, or district

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Value-Added Advantages Over Threshold Assessment
Systems

• Each student is measured against his/her own
  starting level instead of a fixed minimum score.
• Value-added accounts for extraneous factors such
  as socioeconomic status and tax-base that dismiss
  upscale suburban student performance and excuse
  low income urban performance.
• Value-added truly leaves no child behind. The
  growth of all children are examined, not just the
  levels of students jumping over a hurdle.

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General Findings of Value-Added

• Teacher is the most important factor in student
  success
• Poor/minority students make as much progress as
  other students with the same teachers
• School in poor/minority areas are as effective as
  other schools

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Value-Added (cont.)

• Variability increases by grade level
• More variability in math than reading
• Teacher effect is very stable
• The effect of two ineffective teachers in a row
  has a devastating effect on student performance

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Comparison of Effect Source(source Battelle
for Kids, 2007)
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Discoveries for High-Ability Students

• The most capable students show the least amount
  of growth
• Students with limited opportunities for advanced
  coursework in high school perform much lower on
  the ACT

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PRACTICAL APPROACHES

• Become comfortable with the BFK site
  http//www.battelleforkids.com
• click on Project SOAR Value Added Reporting
• district administrators provide log on access to
  a select areas (teacher one building vs.
  curriculum coordinators district wide)
• Search reports for district, building, or student

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EXAMPLE 1 POSTIVE SCHOOL EFFECT
2004 Battelle for Kids School Report for
XXXXXXXXXX Elementary School in Westerville
City School DistrictOPT Math
Click on School Effect (- is below par, is
above par)
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Overview of School Effect
Click 5th quintile usually contains gifted
population (excludes underachievers) clicking
this number results in individual students
data (- is below par, is above par)
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2004 OPT Math Student Report for
XXXXXXXXXXXXXXx                                
                                                  
         
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EXAMPLE 2 NEGATIVE SCHOOL EFFECT
2004 Battelle for Kids School Report for
XXXXXXXXX Elementary School in Westerville City
School DistrictOPT Math

must take into consideration the standard error
if the designation is NDD they are within range
of the average.
Click on School Effect (- is below par, is
above par)
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Overview of School Effect
Click 5th quintile usually contains gifted
population (excludes underachievers) clicking
this number results in individual students
data (- is below par, is above par)
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2004 OPT Math Student Report for
XXXXXXXXXXXXXXXXXX                             
                                                  
            
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Looking at instructional impact

• Have never had this comprehensive tool before
• To be used as tool to determine success of
  instructional practices in the classroom
• Track student progress over time
• Track for reflection by professionals (see
  handout)
• Motivator for change

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Suggestions(for preservice)

• Instructors/candidates-
• Ask field placements about value added (do they
  have data? If not, what do they know about this
  pending change? If so, who has access and how is
  it being used?)
• Discuss the implications for valued-added data
  for instructional gain

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Suggestions

• One-on-one or small groups of teachers
• Bring class roster of last year and current year
  students
• Teachers each need to log themselves on
• Check past students for trends/effectiveness of
  instruction
• Check each of their current students for past VAA
  and predictions

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Suggestions (cont.)

• Celebrate successes
• Examine weaknesses
• Source?
• Curriculum
• Instruction
• Systemic issue
• Trends?
• Focus on 2 to change

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Sample table for data collection and reflection
observed/predicted
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Success Stories

• Depts. can monitor students teachers tracking
  outcomes and adjusting strategies
• Value added to tier or layer across several
  classes ex Blendon Walnut Springs Heritage
  Middle Schools, Mark Twain, Huber Ridge, and
  Robert Frost elementary schools
• Differentiation/group and re-group (J. Giffin,
  2006) within a class ex Genoa Middle School

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2004-2005 Value Added School Effect
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Case for Acceleration
XXXXXXXXXXXXXXX
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In closing

• Value added analysis is an excellent way to
  rethink how instruction takes place for all
  children.
• Thank you for your time today.
• Questions?