Search results for: Noell George H.
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Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment
The authors describe challenges that were confronted around the deployment of Louisiana’s value-added assessment of teacher preparation programs. Their discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a value-added assessment. They describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes.
Updated: May. 29, 2019
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
This study describes the output of 1 year’s analyses of a systematic approach to examining student achievement outcomes for recent program completers across teacher preparation programs (TPPs) in Louisiana. Results demonstrated considerable overlap in CI between programs, with some programs having coefficients whose CI did not overlap with substantive anchors such as the average new teacher or the average experienced certified teacher in that content domain with either a 68% or a 95% CI.
Updated: Dec. 21, 2015