triangle
Registered: 08/19/08
Posts: 2
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| | 08/19/08 at 10:13 PM | Reply with quote | #1 |
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Mobility rates are all over the lot on your most effective school lists in Nashville.
There is a common thread of belief it seems that with mobility comes lower performance overall.
So what are the reasons it does not seem to play a major role in the great results? Some have 2% or 7 %' but most were in the 25-45% range.
Since it is a double entry; the actual coming and leaving in a class is half the shown rate of (IE) 44% which means 22% actually left.
Mobility seems a huge stressor on teaching when so may kids come and go....so how are they performing so well?
And how does your formula make adjustments for this?
Thanks
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jvp
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professor
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Registered: 11/27/07
Posts: 13
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| | 08/20/08 at 10:07 AM | Reply with quote | #2 |
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Excellent question. The short answer is that TVAAS takes steps to prevent that factor from invalidating comparisons among schools. The most important protective measure is that students are assigned an identifier that is carried with them from school to school within TN. In other words, prior data from other schools is available to any new school. A second protective measure is that students who have less than 75 days of data (I believe) are not counted for a teacher or a school. There have been technical reports addressing this issue. I can run the information down if you require it. If you are interested in more detailed data on value-added reporting, here is an annotated bibliography: http://www.education-consumers.com/ecc_issues.php#valueassessment |
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triangle
Registered: 08/19/08
Posts: 2
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| | 08/20/08 at 10:54 AM | Reply with quote | #3 |
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Thanks, I will read the material and no, don't dig deeper now for me. I need the sweat equity to learn enough to develop more awareness of facts.
And where I am headed with this is into diagnostic data, from the student file, being accessed by the school and or teacher. This perhaps expands your measurement mission, but the ony thing better than accurate data is having into the prescriptive remedy for the child, when they need it.
Having used assessment software, seeing the value immediately to provide the teacher the exact "position" of each child, allows them to deliver the needed material, to the target. IF TVASS has the ability to forecast a trajectory expectation, getting the data in real time or asap, could make a major outcome difference.
This is a major need inside the revolving doors of public education which are faced with increasing numbers and diversity of needs on systems which are being forced to change to meet needs. A great tool this TVASS, it seems.
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professor
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Registered: 11/27/07
Posts: 13
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