The House Education Committee tucked two provisions into the Mid-Biennium Review bill that would alter the state’s calculation of student progress. They both relate to the value-added model (VAM), the state’s method for computing a school or district’s impact on student-learning progress over time.
Value added is a statistical model that uses student-level data, collected over time, to isolate the contribution of a school on learning. This calculation is a noble and necessary undertaking, given what research has shown, time and again, about the significant influence of out-of-school factors on students’ educational success (e.g., parents, tutoring, private art and music lessons, faith-based education, etc.).
If the objective is to gain a clearer view of the true effectiveness of a school—its educators and their approach to curriculum, behavior, scheduling, and so forth—we want to minimize the influence of the out-of-school factors. Increasing clarity to school performance applies both to high-wealth schools, which can skate by on the backs of upper-middle-class parents, and to low-wealth schools, which can be handicapped in an accountability system based on raw proficiency measures.
I believe—and yes, to a certain extent, based on faith—that the state is moving in the right direction with its approach to value added. But in my view, the House is making two missteps in its proposed changes to VAM. The following describe the provisions and why the state legislature should remove them as the bill heads to the Senate.
Provision 1: Changes value added from...