- Who We Are
- Where We Stand
- Our Rights
- Our Benefits
- Our Chapters
- Education Officers & Education Analysts
- Guidance Counselors
- Hearing Education Services
- Lab Specialists
- Occupational / Physical Therapists
- Retired Teachers
- School Nurses
- School Secretaries
- Social Workers & Psychologists
- Speech Improvement
- Supervisors of Nurses & Therapists
- Teachers Assigned
- Vision Education Services
- Other DOE Chapters
- Charter School Chapters
- Non-DOE Education Chapters
- Federation of Nurses
- United Cerebral Palsy
- UFT Providers
- Get Involved
UFT.org Home > News > New York Teacher > News stories > Teachers receive their state ‘growth’ scores
by Maisie McAdoo | December 20, 2012 New York Teacher issue
The Department of Education sent some 11,000 teachers their new state “growth” scores on Dec. 11 in a preview of one subcomponent for many teachers of the new evaluation system that will eventually be implemented as required by state law.
The scores, for grade 4-8 ELA and math teachers only, are based on student progress on the state tests from one year to the next — in this case, growth from the 2010–11 school year to the 2011–12 school year. Students are measured against students similar to them; disability, socioeconomic status, proficiency in English and prior test score history are used to break students into smaller groups for these comparisons. The teacher score is an average of his or her students’ growth rankings.
The state uses a different model than the city used to create Teacher Data Reports.
Each teacher was assigned a number from 0 to 20 and a rating from “ineffective” to “highly effective.”
Overall, the state found 7 percent of teachers “highly effective,” 77 percent “effective,” 10 percent “developing” and 6 percent “ineffective.”
When New York City negotiates a new evaluation system for classroom teachers, state growth scores will make up 20 percent of the rating for teachers who work in tested grades and subjects. With no evaluation system in place, the scores are not being used to evaluate teachers.
On the day the scores were sent to teachers’ DOE email accounts, one school mistakenly posted all its scores on its ARIS page, and an embarrassed DOE scrambled to fix the error.