George Noell, Ph.D. Department of Psychology Louisiana State University and A&M College and

1. VALUE-ADDED TEACHER PREPARATION ASSESSMENT 2006-07 STUDY George Noell, Ph.D. Department of Psychology Louisiana State University and A&M College and Jeanne M. Burns, Ph.D. Louisiana Board of Regents & Office of the Governor Louisiana Board of Regents October 25, 2007

2. MAJOR ACCOMPLISHMENT Connected Foundation for Teacher Preparation Program Success 2006-2007 Partially Connected Foundation for Teacher Preparation Program Success 2000-2006

3. Louisiana’s Blue Ribbon Commission for Educational Excellence The successful PK-16+ state advisory group that has lead Louisiana’s 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

4. Louisiana’s Teacher Preparations Programs are Currently Meeting State and National Standards

5. Standards in Louisiana & Other StatesNew Redesigned Teacher Preparation Programs Success in Louisiana

6. Standards in Louisiana & Other StatesNationally Accredited Teacher Preparation Programs Success in Louisiana

7. Standards in Louisiana & Other StatesPassage Rates on Examinations for Teachers 99% Success in Louisiana 89%

8. 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

9. Standards in Louisiana & Other StatesTeachers in Public Schools with Standard Teaching Certificates 95.34% Success in Louisiana 85.77%

10. OtherMeasures of Success • 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 Success in Louisiana

11. Louisiana’s 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.

12. Technical Report: Value Added Assessment of Teacher Preparation (2006-07) George H. Noell, Ph.D. Department of Psychology Louisiana State University

13. 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)

14. 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

15. 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.

16. 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

17. 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.

18. Value-Added Model Predictors:Hierarchical Linear Models

19. Teacher Preparation Effect Estimates 355 Prior (2005) Achievement Current (2006) Achievement 350 Gifted African American Free Lunch Male African American 10 days absent

20. 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.

21. 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.

22. 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.

23. Performance Levels Analysis and Performance Bands • 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.

24. 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.

25. Effect Estimates for Post-RedesignLouisiana CollegeAlternate Certification Program

26. Effect Estimates for Post-RedesignNorthwestern State UniversityAlternate Certification Program

27. Effect Estimates for Post-RedesignThe New Teacher ProjectAlternate Certification Program Fewer than minimum number of new teachers. Fewer than minimum number of new teachers.

28. Placing Results in Context: Mathematics

29. 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.

30. FOR ADDITIONAL INFORMATION George Noell gnoell@lsu.edu Jeanne M. Burns jeanne.burns@la.gov We’ve come a very, very, very, long way! 1999-2007