Middle School Leaders’ Perspectives of Using Value-Added Data to Improve Student Outcomes

• In Event: Roundtable Session 10
  In Roundtable Session: Exploring the Influences of Politics, Public Perceptions, and Accountability Measures on School Practices

Abstract

Uses of value-added models (VAMs) are limited to exclusively identifying effective and ineffective teachers. Beyond that limited application, these powerful models have not been used at great length to improve school-wide goal achievement. This study examines how 11 middle school principals in New York City have leveraged the data yielded from Teacher Data Reports (TDRs) to achieve school-wide goals. The Teacher Data Reports were the results of a value-added model piloted by the New York City Department of Education NYC DOE) to identify teacher effectiveness. The participants of the study found that there were six specific methods to using the Teacher Data Reports to achieve school-wide goals.

Authors

• Brian Michael Bradley, Fordham Graduate School of Education

• Carolyn A. Brown, Fordham University