ERIC Number: ED521118
Record Type: Non-Journal
Publication Date: 2010-Aug-20
Reference Count: 25
Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Final Report
Isenberg, Eric; Hock, Heinrich
Mathematica Policy Research, Inc.
The District of Columbia Public Schools (DCPS) has incorporated measures of school and teacher effectiveness, based on student test score growth, into a new teacher assessment system known as IMPACT. Implemented for the first time during the 2009-2010 school year, IMPACT is an assessment system with significant consequences. Prior to the start of the school year, DCPS categorized all staff into one of 20 groups. Everyone received an IMPACT score based on a point-based formula that was tailored to the job responsibilities of their group and availability of data. Individual value-added scores constituted half of the IMPACT score of "Group 1" teachers, who were regular education teachers in grades and subjects with sufficient student test score data. Most of the remaining points for these teachers depended on a series of structured classroom observations. In addition, for almost all groups (including Group 1), school value-added scores counted for five percent of the IMPACT score. Based on their IMPACT score, teachers were placed into one of four performance categories. Teachers in the lowest category were subject to separation; those in the highest category were eligible for additional compensation. DCPS and New Leaders sought an objective, fair, and transparent value-added model to assess school and teacher effectiveness. Mathematica developed such a model in accord with these principles. It was reviewed by two independent value-added experts, Eric Hanushek of the Hoover Institution at Stanford University and Tim Sass of Florida State University. In this report, the authors describe the main features of the method in nontechnical terms. Chapter II presents the data used, and Chapter III focuses on the technical details of the statistical methods. (Contains 2 tables and 15 footnotes.) [For related report, "Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year. Final Report," see ED521120.]
Descriptors: Public Schools, Teacher Effectiveness, Academic Achievement, Scores, School Effectiveness, Teacher Evaluation, Evaluation Methods, Measurement Objectives, Measurement Techniques, Statistical Analysis, Evaluation Criteria, Achievement Gains, Achievement Rating, Models, Background, Barriers, Personnel Policy
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: firstname.lastname@example.org; Web site: http://www.mathematica-mpr.com
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: Mathematica Policy Research, Inc.
Identifiers - Location: District of Columbia