How Do Teachers Define "Value-Added"?

The American Heritage Dictionary defines value as “worth in usefulness or importance to the possessor; utility or merit." Many school districts across the nation are now utilizing “value-added modeling” (VAM) as part of the teacher evaluation process. For more information about VAM and teacher evaluation, see here and here. VAM, and the resulting rating for a teacher, is based largely on students’ performance on high-stakes standardized tests, but may also factor in other in-school and out-of-school variables such as socioeconomic status, language barriers, learning disabilities, class size, attendance, etc. So in other words, a mathematical/statistical model has been developed to quantify teachers along with their students. For more on that thought, see here.

I am curious to find out how teachers, not statisticians, define “value-added." I am curious about this because I think our definition may have more meaning and lack the sterility of a VAM rating. The VAM rating concept reminds me of Gayle Sayer’s autobiography I am Third. This reminder is based upon an imaginary conversation among teachers. “I am (insert VAM rating here), what about you?” The Los Angeles Times even decided to publish the VAM ratings of teachers in the Los Angeles Unified School District (see here).

Okay teachers, let’s turn this around. How do WE define “value-added?" I will start. My definition of “value-added” is a classroom in which students and teachers engage in activities that encourage and develop critical thinking skills and enhance problem-solving abilities. Your turn.

Chad Kelley

TFI Class of 2006