Angelica G. Barraza

A 3rd grade teacher at Hooper Avenue Elementary in 2010

These graphs show a teacher's "value-added" rating based on his or her students' progress on the California Standards Tests in math and English. The Times’ analysis used all valid student scores available for this teacher from the 2003-04 through 2009-10 academic years. The value-added scores reflect a teacher's effectiveness at raising standardized test scores and, as such, capture only one aspect of a teacher's work.

Math effectiveness

Least effective
Most effective

English effectiveness

Least effective
Most effective
See how this teacher would change under different statistical models »

About this rating

The red lines show The Times’ value-added estimates for this teacher. Barraza falls within the “more effective than average” category of district teachers in math and within the “more effective than average” category in English. These ratings were calculated based on test scores from 34 students.

Because this is a statistical measure, each score has a degree of uncertainty. The shading represents the range of values within which Barraza’s actual effectiveness score is most likely to fall. The score is most likely to be in the center of the shaded area, near the red line, and less likely in the lightly shaded area. Teachers with ratings based on a small number of student test scores will a have wider shaded range.

The beige area shows how the district's 11,500 elementary school teachers are distributed across the categories.

Barraza's LAUSD teaching history

Years used for value-added rating. See FAQ for details.

Angelica Barraza's Response:

I have been a teacher for about 15 years and I have devoted my career to educating children in one of the most underprivileged neighborhoods in Los Angeles. I love teaching and working with my students. Therefore I was saddened when the LA TIMES began to post “grades” for teachers based on test scores that cannot possibly begin to measure the intelligence and potential of my students, or for that matter my dedication to being a good teacher.

I’ve seen the disheartening effect of your scoring system on excellent teachers that I have had the privilege of working alongside with for more than a decade. One teacher in particular comes to mind. He's the type of teacher who is first in and works through recess and lunch. A good teacher who was made to feel that his efforts as an educator were meaningless based only on test scores. "What more can I do," he asked as he reviewed the ratings himself, trying to figure out what led to his poor showing.

I am dismayed that the Los Angeles Times has chosen to target teachers – one of the most undervalued, under appreciated, and underpaid group of professionals in the country. How can we defend ourselves without seeming defensive. How can we stand up for our children without seeming overly sentimental. We are professionals who must help children deal with societal issues – poverty, domestic violence, abuse, drug use, gang violence--in a classroom that barely has the basics, and then guide them as they learn to read, write, and do mathematics. My goal is to teach my students to be thinkers, life-long learners, and leaders and not simply good test takers. What is your goal?

Is this a ploy to sell papers, to dismantle the union, or rattle the LAUSD?

By making teachers a scapegoat you are not serving the students, but simply promoting an agenda.


The Times gave LAUSD elementary school teachers rated in this database the opportunity to preview their value-added evaluations and publicly respond. Some issues raised by teachers may be addressed in the FAQ. Teachers who have not commented may do so by contacting The Times.

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Los Angeles Teacher Ratings, the Los Angeles Times' database of value-added scores for Los Angeles Unified elementary schools and teachers.

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