The Effects of Continuous Improvement Practices Using State Value-Added Data for Reading Educator Program Enhancement

Authors

Kristin A. Gansle, Louisiana State University
Gerlinde Grandstaff-Beckers, Southeastern Louisiana University
Angelle Stringer, East Ascension High School (Louisiana)
Nancy Roberts, Louisiana Resource Center for Educators
Jeanne M. Burns, Louisiana Board of Regents
George Noell, Louisiana State University

Abstract

Louisiana’s value-added evaluation of teacher preparation programs has provided a salient impetus for program improvement; however, due to the nature of the assessment, teacher preparation programs need to use additional sources of data to identify actionable responses to the value-added results. This paper describes one teacher preparation program’s approach to continuous program improvement in reading education and describes some of the limitations and benefits of value-added assessment results for that purpose.

Relational Format

journal article

Recommended Citation

Gansle, Kristin A.; Grandstaff-Beckers, Gerlinde; Stringer, Angelle; Roberts, Nancy; Burns, Jeanne M.; and Noell, George (2015) "The Effects of Continuous Improvement Practices Using State Value-Added Data for Reading Educator Program Enhancement," Journal of Contemporary Research in Education: Vol. 4: Iss. 1, Article 3.
Available at: https://egrove.olemiss.edu/jcre/vol4/iss1/3