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Letters from teachers (Peter Hoey / For The Times) |
On Sunday, The Times made public a database of "value-added" ratings for about 6,000 Los Angeles Unified School District teachers. Rankings from "least effective" to "most effective" were assigned to teachers based on an analysis of whether they consistently raised or lowered their students' scores on standardized tests. Teachers were allowed to review their scores in advance and post comments if they wished. We have excerpted some teachers' responses below. Their full comments and those of other teachers can be found on our searchable database at projects.latimes.com/value-added
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Irma Estrada
Gledhill Street Elementary
Teachers need information, tools and support. Targeting them by name ... is degrading and disrespectful to a population of educators who put a lot of heart and soul (not to mention time and money) into a job that is not properly compensated, and presents a whole slew of challenges that go beyond scores on a test.
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Benjamin Nnanna Ofoha
Harrison Street Elementary
I think The Times has done an excellent job here and should be commended. Teachers need to know how well they are meeting their students' academic needs year after year. Those teachers whose students are not performing well need to know and seek help to modify their teaching strategies, and those teachers whose students are doing well need to know that too.
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Helen Steinmetz
Carthy Center Elementary
I fear that the emphasis on test scores will encourage more teaching to the test instead of the much more important skills such as critical thinking in both math and language arts.
It will encourage a quantity-over-quality approach to teaching that adds no value whatsoever to student achievement.
This data would have been put to better use if it were not made public. It demeans our profession and the teachers who try their utmost to do a difficult job.
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William Matthew Covely
Langdon Avenue Elementary
For the most part, the yearly state tests are fair and comprehensive. But what I think The Times has done in this large and complex debate, essentially, is jump the gun on the value-added theory and has, in the process, unjustly damaged the reputation of thousands.
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Irma Estrada
Gledhill Street Elementary
Teachers need information, tools and support. Targeting them by name ... is degrading and disrespectful to a population of educators who put a lot of heart and soul (not to mention time and money) into a job that is not properly compensated, and presents a whole slew of challenges that go beyond scores on a test.
--
Benjamin Nnanna Ofoha
Harrison Street Elementary
I think The Times has done an excellent job here and should be commended. Teachers need to know how well they are meeting their students' academic needs year after year. Those teachers whose students are not performing well need to know and seek help to modify their teaching strategies, and those teachers whose students are doing well need to know that too.
--
Helen Steinmetz
Carthy Center Elementary
I fear that the emphasis on test scores will encourage more teaching to the test instead of the much more important skills such as critical thinking in both math and language arts.
It will encourage a quantity-over-quality approach to teaching that adds no value whatsoever to student achievement.
This data would have been put to better use if it were not made public. It demeans our profession and the teachers who try their utmost to do a difficult job.
--
William Matthew Covely
Langdon Avenue Elementary
For the most part, the yearly state tests are fair and comprehensive. But what I think The Times has done in this large and complex debate, essentially, is jump the gun on the value-added theory and has, in the process, unjustly damaged the reputation of thousands.
