ValueAdded Metric

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Value-Added Metric

• Fall 2008

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Value-Added and District Strategies
Instructional Excellence
Resource Alignment
Expanded Options and Opportunities
Talent Attraction and Development
Performance Management

• Identify areas for
• targeted support

• Fuller picture of
• school performance
• Identify best
• practice strategies

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Value-Added Metric is New District Measure of
Elementary School Growth

• Value-Added is a nationally recognized way of
  measuring growth
• Growth measured as scale score increase on ISAT
  Reading and ISAT Mathematics

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Growth Metric Reflects Learning at All Levels of
Student Achievement
School A Percent Meet / Exceed 25 in both
Year 1 and Year 2
Attainment is unchanged but are students
learning?
Analyzing growth provides this information
(Year 1)
(Year 2)
ISAT Scale Score
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Accounts for Population Differences Fairer
Measure of School Effectiveness

• Value-Added accounts for the following
  student-level characteristics
• Prior ISAT score Free / Reduced Lunch Status
• Grade Level IEP status
• Gender ELL status
• Mobility
• Utilizes a regression methodology, developed in
  collaboration between CPS and academic experts
  from the University of Wisconsin.
• The metric represents difference between a
  schools average student growth on the ISAT and
  the average growth of similar students
  district-wide.

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Conceptual Explanation of Value-Added Metric
READING EXAMPLE

• Compares average scale score growth to
• population of similar students district-wide.
• Without value-added framework

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How Exactly are My Students Scores Analyzed to
Compute Value-Added?

• Student growth impacted by multiple factors,
  including school attended (see slide 6 for list
  of factors accounted for)
• The impact of each factor is concurrently
  analyzed in the model
• Example the impact of a severe and profound
  disability in grade 5 is analyzed by comparing
  the growth of students with that disability to
  other students in grade 5 without that disability
• By accounting for other measurable factors, the
  school impact is isolated this is the
  school-level value-added score

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Informational Materials Have Been Posted Online
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Highlighted FAQs Responding to Principal
Concerns

• All students making normal grade progression who
  took ISAT in both the previous year and current
  year are included in analysis.
• Mobile Students
• Schools are only responsible for the growth of
  mobile students for the length of time that the
  student spent in the school.
• ELL Students
• Student taking ISAT for first time in 2008 are
  not included (no pre-test). Other ELL students
  are differentiated by program year.
• IEP Students
• IEP status is differentiated by type of IEP (i.e.
  the impact of a severe and profound disability is
  considered separate from the impact of a speech
  and language disability, for example).

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The Value-Added Score Reflects Measurable Factors
Impacting Growth

• Measurable information necessarily limited
• Confidence Intervals
• A standard way of dealing with limited
  information.
• Represents potential range of scores around the
  value-added estimate.
• Real-world examples
• Weather Forecasts
• Political Polling
• Census Data

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Real World Example Weather Forecasts

• We make decisions based on actual forecast one
  number.
• But we are also guided by knowledge that the
  actual weather will fall into a range around the
  estimate

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Displaying Confidence Intervals in School-level
Report
Green
Yellow
Red
0
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School-Level Reports

• Goal is to Provide Information - Not Just Data
• Pg. 1 Value-added description and scores
• Pg. 2 Analysis of growth and attainment
• Pg. 3 Value-added as a diagnostic tool
• Pg. 4 Analysis of average scale score growth

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Information to interpret confidence intervals
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Using Value-Added Information

• Informing School Improvement
• As an assessment of school performance
• To identify areas needing additional support or
  professional development
• To identify best practice strategies for
  improving student growth
• Accountability Systems
• Additional Compensation Plans (i.e. Chicago TAP)
• Should always be used as one additional piece of
  information

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Timeline

• December 2008 School- and grade-level results
  to be produced and released
• Spring 2009 Research to identify and share best
  practices district-wide for improving student
  growth
• Fall 2009 Classroom-level results expected
• Fall 2009 Results disaggregated by student
  groups expected

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For More Information

• Online http//research.cps.k12.il.us/cps/accountwe
  b/Research/ValueAdded
• Email
• research_at_cps.k12.il.us