You really need to read this article in today’s Washington Post, by Bill Turque. It describes the situation of Sarah Wysocki, a teacher at MacFarland, who was given excellent evaluations by her administrators during her second year; but since her “Value-Added” scores were low for the second year in a row, she was fired.
Ms. Wysocki raises the possibility that someone cheated at Barnard, the school where a lot of her students had attended the previous year; she said that there were students who scored “advanced” in reading who could, in fact, not read at all.
Curious, I looked at the OSSE data for Barnard and found that the percentages of “advanced” students in grades 3 and 4 had what looks to me to be some rather suspicious drops from SY2009-10 to SY 2010-2011, at a school that apparently has a 70% to 80% free-or-reduced-price lunch population:
Grade 3, reading, 2010: 11% “advanced” but only 3% the next year;
Grade 4, reading, 2010: 29% “advanced”, but only 7% the next year.
Ms. Wysocki raised the accusation of cheating, but, as usual, DCPS administration put a bunch of roadblocks in the way and deliberately failed to investigate.
And naturally, Jason Kamras thinks he’s doing a peachy job and that there is nothing wrong with IMPACT or DC’s method of doing value-added computations.