Value-Added Analysis is Coming to LCUSD

plans to use value-added analysis in its data calculations for teachers beginning next school year, but board members stopped short of including it in the district’s list of goals. 

The district is considering various software programs that can crunch the numbers to account for students' capabilities and competencies, and enable teachers to compare how they're doing to other teachers with similar students.

Value-added analysis, a term traditionally used in economics and, more recently, in education circles, came into the public consciousness in August. The Los Angeles Times published a series of stories, releasing a value-added analysis of about 6,000 L.A. Unified elementary school teachers that was based on district data. The value-added method involves looking at each student's past test scores to predict future scores. The estimated "value" that the teacher added — or subtracted – each year is the difference between the prediction and students' actual scores.

It’s the complexity of the math in determining that efficacy that has caused teachers across the country to balk, and unions to scream. But local school officials see the data’s merits.

Superintendent Jim Stratton said the district is entertaining proposals and interviewing representatives from four data management companies to find the best system for accumulating the information. The software, though, is one of several measures the district plans to use to help establish individual academic targets for students, he said.

“Our intent is to have it in place next year,’’ Stratton added.

And while board members agreed that the quality of teaching is incredibly important, they voted down member Cindy Wilcox’s proposal to incorporate value-added analysis into the district’s educational goals for 2011-12. Those goals comprise curriculum, instruction and assessment, student support, staff development, facilities, technology and equipment, financial management, communication and advocating public policy.

“There are some enormous tasks ahead of us, which will take a lot of time and effort,’’ said member Joel Peterson, who pointed out he did not support additional goals because he believes the board should focus on the already daunting goals in front of them.

Wilcox considered it “good news’’ that the district is looking into implementing this analysis, but she preferred the district make it official, so that there can be checks and balances on teachers’ performances.

“This analysis gives teachers the tools to compare themselves to other teachers at the same level, and to account for students’ capabilities and competencies. I’d like to see the data on teachers who are high performing and those who are struggling, and see it regularly,’’ she said.