Glenn M. Fukushima

A 5th grade teacher at Tweedy 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. Fukushima falls within the “least effective” category of district teachers in math and within the “least effective” category in English. These ratings were calculated based on test scores from 165 students.

Because this is a statistical measure, each score has a degree of uncertainty. The shading represents the range of values within which Fukushima’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.

Fukushima's LAUSD teaching history

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

Glenn Fukushima's Response:

Though personally disappointed in my performance over the period of observation, I support this data based approach. It is not reflected here, but this school year, I have taken several steps to reflect on and improve my teaching. I sincerely believe that without objective data to allow us to see who we really are, we will not improve.

A couple of points to consider:

-Administrators at individual sites and across the district should also be highlighted. The leadership (or lack thereof) in our schools is critical to student success. Too long have our administrative types been allowed to hide, while the teachers take the punishment. I've been teaching long enough to know that ineffective or destructive leadership can put a school into disarray, or worse. A great leader will lead you to victory. A bad leader will push you into defeat.

-Fear of knowledge. I am surprised at how many teachers are afraid to face the truth of their situations. Many refuse to even look at their rankings. I can only attribute this to an unwillingness to change and improve? As I teach my students, the path to success is driven by making mistakes and learning from them.

-To the Times: as you look forward to next year's rankings of the 2010-2011 year, you may consider separating out that year from the aggregate data, since this will be the first year we have had the information in hand, and would have had the time to make a change. I, for one, would be very interested to see if this is making a difference or not in our teaching (for those that actually took the data seriously, instead of sticking our heads in the sand). I am hopeful that this will spark honest discussion, and positive change.


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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