George Noell, Ph'D'

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VALUE-ADDED TEACHER PREPARATION
ASSESSMENT 2006-07 STUDY

• George Noell, Ph.D.
• Department of Psychology
• Louisiana State University and AM College
• and
• Jeanne M. Burns, Ph.D.
• Louisiana Board of Regents Office of the
  Governor

Louisiana Board of Regents October 25, 2007
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MAJOR ACCOMPLISHMENT
Connected Foundation for Teacher Preparation
Program Success 2006-2007
Partially Connected Foundation for Teacher
Preparation Program Success 2000-2006
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Louisianas Blue Ribbon Commission for
Educational Excellence
The successful PK-16 state advisory group that
has lead Louisianas efforts to improve the
quality of teachers and has supported the
implementation of recommendations across multiple
administrations from 1999-Present.
Foster Administration 1999-2004
Blanco Administration 2004-Present
Future
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Louisianas Teacher Preparations Programs are
Currently Meeting State and National Standards
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Standards in Louisiana Other StatesNew
Redesigned Teacher Preparation Programs
Success in Louisiana
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Standards in Louisiana Other StatesNationally
Accredited Teacher Preparation Programs
Success in Louisiana
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Standards in Louisiana Other StatesPassage
Rates on Examinations for Teachers
99
Success in Louisiana
89
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Standards in Louisiana Other StatesProduction
of New Teachers by Teacher Preparation Programs
Success in Louisiana
(New Baseline)
Hurricane Katrina Hurricane Rita
2,727
2,589
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Standards in Louisiana Other StatesTeachers
in Public Schools with Standard Teaching
Certificates
95.34
Success in Louisiana
85.77
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OtherMeasures of Success
Success in Louisiana

• Louisiana Teacher Preparation
• Accountability System - 17 out of
• 19 public and private universities attained
  labels of High Performing or Exemplary when the
  system was last implemented and received monetary
  rewards from the Board of Regents
• Education Week Quality Counts Report for 2005
  2006 Louisiana Received a Grade of A in Efforts
  to Improve Teacher Quality
• U.S. Chamber of Commerce Education Report Card
  Louisiana received a Grade of A for 21st Century
  Teaching Force in 2007

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Louisianas Teacher Preparation Programs are Now
Taking a Bold Step Forward to Surpass Standards
in Other States toExamine Growth of Learning of
Children Taught by Graduates
Louisiana will be the first state in the nation
to examine this level of effectiveness on a
statewide basis.
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Technical Report Value Added Assessment of
Teacher Preparation (2006-07) George H. Noell,
Ph.D. Department of Psychology Louisiana State
University
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Acknowledgement of Key People Who Have Made This
Research Possible

• Commissioner of Higher Education E. Joseph
  Savoie, Past State Superintendent Cecil Picard,
  Current State Superintendent Paul Pastorek, and
  Assoc. Commissioner Jeanne Burns.
• Louisiana Department of Education Division of
  Planning, Analysis, and Information Resources
  (David Elder Division Director, Allen
  Schulenberg, Robert Kaufman, Kelvin LaCroix,
  Steve Gunning, Sam Pernici, and Roth Aymond)
• LSU Research Team (Veronica Gulley, Bethany
  Porter, Anna Beth Ball, Maria Patt, Amanda Dahir)

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2006-07 StudyBreakdown of Data

• Years 2004-2005 and 2005-2006
• Student Grade Levels Grades 4-9
• Content Areas Mathematics Science Social
  Studies
• Tests Iowa Test of Basic Skills, i-LEAP, and
  LEAP-21
• Teachers New and Experienced
• Pathways for New Teachers Undergraduate and
  Alternate Certification Programs

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Criteria for Inclusion of New Teachers in Study

• Inclusion for 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
• Not all universities had sufficient new teachers
  to be included in the analysis. Another year of
  data will be added and will increase the number
  that exceed 25 graduates.

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Size of the Data Basefor the Study

• Districts All school districts in Louisiana
• Students 285,000
• Teachers 7,000
• Schools 1,300
• Data Linkages 9,000,000 data linkages

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Value-Added ModelProcess

• 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.

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Value-Added Model PredictorsHierarchical Linear
Models
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Teacher Preparation Effect Estimates
355
Prior (2005) Achievement
Current (2006) Achievement 350
Gifted
African American
Free Lunch
Male
African American
10 days absent
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Teacher Preparation Effect Estimates

• Based on at least 25 new teachers per program
  across multiple school districts in Louisiana.
• Reflects a pattern of effectiveness of new
  teachers based on the average difference between
  the achievement of students taught by new
  teachers and experienced teachers.

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Post-Redesign Programs Pre-Redesign Programs

• 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.
• Pre-Redesign Programs Universities stopped
  admitting candidates to the programs on July 1,
  2003. A phase out period is occurring for
  pre-redesign programs.

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Pre-Redesign Programs

• Effect estimates for pre-redesign programs will
  be used as benchmarks to compare the new and old
  programs once data are available for the
  post-redesign programs.
• Candidates are no longer admitted to the
  pre-redesign programs, and the programs no longer
  reflect the full content of the post-redesign
  programs.

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Analysis and Performance Bands

• Performance Levels

• Level 1 Programs in which new teachers are
  more effective than experienced teachers.
• Level 2 Programs in which new teachers are
  comparable in effectiveness to experienced
  teachers.
• Level 3 Programs in which new teachers are
  comparable in effectiveness to new teachers.
• Level 4 Programs in which new teachers are
  less effective than new teachers.
• Level 5 Programs in which new teachers are
  statistically significantly less effective.

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Post-Redesign Programs2006-07 Study Results

• Alternate Certification
• Louisiana College
• Northwestern State University
• The New Teacher Project

Alternate certification programs were redesigned
before undergraduate programs. Students were
admitted to the alternate certification programs
at an earlier date and could complete the
programs in a shorter time period since they
already possessed a baccalaureate degree. Thus,
data for post-redesign undergraduate programs are
not yet available. It is anticipated that data
will be available for large post-redesign
undergraduate programs next year.
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Effect Estimates for Post-RedesignLouisiana
CollegeAlternate Certification Program
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Effect Estimates for Post-RedesignNorthwestern
State UniversityAlternate Certification Program
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Effect Estimates for Post-RedesignThe New
Teacher ProjectAlternate Certification Program
Fewer than minimum number of new teachers.
Fewer than minimum number of new teachers.
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Placing Results in Context Mathematics
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Major Findings

• It is possible to implement a system that
  measures the effectiveness of teacher preparation
  programs based upon the achievement of students
  taught by new teachers who graduated from those
  teacher preparation programs.
• It is possible for teacher preparation programs
  to prepare new teachers whose students
  demonstrate achievement that is comparable to the
  achievement of students taught by experienced
  teachers.

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Next Steps

• Teacher Preparation Accountability System
• - Expand existing accountability system to
  include Institutional Performance Index,
  Quantity Index, and Growth of Student Learning
  Index (effect estimates)
• State Research Team (Grant from the Carnegie
  Corporation of New York)
• - Work with state team composed of one
  researcher from every teacher preparation
  program to collect consistent data across
  campuses to answer questions pertaining to
  why new teachers from some teacher
  preparation programs have higher achieving
  students than others.
• National Research Council
• - Work with 4 other states to compare value
  -added results across states.

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FOR ADDITIONAL INFORMATION
George Noell gnoell_at_lsu.edu Jeanne M.
Burns jeanne.burns_at_la.gov
Weve come a very, very, very, long
way! 1999-2007