Gloria J. Garibay
A 4th grade teacher at Sierra Park 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
English effectiveness
About this rating
The red lines show The Times’ value-added estimates for this teacher. Garibay 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 48 students.
Because this is a statistical measure, each score has a degree of uncertainty. The shading represents the range of values within which Garibay’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.
Garibay's LAUSD teaching history
Years used for value-added rating. See FAQ for details.
- Sierra Park Elementary, 2010 - 2008, 2004
Gloria Garibay's Response:
I have been in the education profession since I graduated from High School, I've gone through all the courses, a masters program and yes, summer classes given by LAUSD. I use methods that I learned and gained through these classes and yet I am considered less effective. This rating does not show proof of my teaching or that of my peers. You do not consider the students abilities or lack of abilities in reading or math; their language levels (ELL); their support groups; or even if we as teachers raised individual scores in reading, math, or second language. How can we as educators expect our students to pass a test that is not related to the subjects or concepts that we are asked to teach? They are not allowed to use the everyday manipulatives that they use for reading and math during the test. The everyday language of the curriculum books and quarterly assessments, do not correspond to the language in the CAT6 or other State Mandated tests that our students are given and expected to pass in May. My effectiveness is seen by my parents and my students, they have gained in every subject and ELL level, I am very proud of them. I am a product of LAUSD, so if I am "failing my students, does it mean that LAUSD failed me?".
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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