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Bush Teacher Effectiveness Initiative: Value Added Analysis Concepts, Process, and Requirements

Bush Teacher Effectiveness Initiative: Value Added Analysis Concepts, Process, and Requirements. Chris Thorn Jeff Watson Value-Added Research Center UW Madison. Measuring Student Learning: Growth versus Attainment.

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Bush Teacher Effectiveness Initiative: Value Added Analysis Concepts, Process, and Requirements

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  1. Bush Teacher Effectiveness Initiative: Value Added Analysis Concepts, Process, and Requirements Chris Thorn Jeff Watson Value-Added Research Center UW Madison

  2. Measuring Student Learning:Growth versus Attainment

  3. To measure the performance of the gardeners, we will measure the height of the trees today (1 year after they began tending to the trees). Using this method, Gardener B is the superior gardener. This method is analogous to using an Attainment Model.

  4. Using our records, we can compare the height of the trees one year ago to the height today. By finding the difference between these heights, we can find how much the trees grew during the year of gardener’s care. We can see that Oak B had superior growth this year. This is analogous to a Simple Growth Model .

  5. Oak A is in a region that experiences a high level of rainfall. Oak B is in a region with very low rainfall. Oak A is in a region with poor soil richness. Oak B is in a region with very rich soil. Oak A is in a region infested with insect pests. Oak B is in a region with very few insect pests.

  6. Using this method, Gardener A is the superior gardener. By accounting for last year’s height and environmental conditions of the trees during this year, we have isolated the effect of the Gardeners. This is analogous to a Value-Added Model. +20 Simple +14 Simple + 5 for Rainfall - 3 for Rainfall - 2 for Soil + 3 for Soil - 5 for Pests + 8 for Pests _________ +18 inches Adjusted Growth _________ +22 inches Adjusted Growth

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