Value Added is Not Enough

• In Event: Policy Issues Related to Teacher Evaluation

Abstract

The purpose of this paper is to explore how an urban district staff built data-driven practices across a two-year period. Following a district wide initiative to train administrators to use a new data warehouse, our team studied the data use practices of 12 elementary schools representing a range of school quality. Focusing on the 2nd year of the study, we explore the following questions: How do district staff develop different conceptualizations of education quality? What role does Value-Added play in that conceptualization?

Authors

• Mary Elizabeth (Beth) Graue, University of Wisconsin - Madison

• Anne Sontag Karch, University of Wisconsin - Madison

• Katherine Kresin Delaney, University of Wisconsin - Madison

• Cynthia Lorena Romero-Escobar, University of Wisconsin - Madison