Nam P. Pho Berg

A 5th grade teacher at Arlington Heights Elementary in 2009

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. Pho Berg falls within the “less effective than average” category of district teachers in math and within the “average” category in English. These ratings were calculated based on test scores from 138 students.

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

Pho Berg's LAUSD teaching history

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

Nam Pho Berg's Response:

In August I wrote:
"I taught in a school, in a system, where social promotion almost always supersedes standards-based promotion. Consequently, every year my class was composed of students with an overwhelmingly wide range of abilities. Even though I was assigned one grade level, I felt obligated to cover previous grade-level standards, while introducing new grade-level content and skills, modifying for those behind, and adding complexity for those few advanced.
I can accept that I may not have been as effective as other LAUSD teachers, whose class compositions may or may not have been similar to mine, in preparing my students for the 5th grade state tests. However, I DO NOT appreciate the LA Times implying, with their “less effective” ranking, that I was in negligent in tending to my students’ education. While essentially teaching a multi-grade-level class, I worked hard and long hours (much longer than my contracted time) to meet my students’ learning needs. The standardized test scores, on which my label is based, represent one snapshot of a narrow set of standards covered in my classroom."

I still feel my LAT ratings do not reflect how tirelessly I worked to help my students become articulate and self-motivated learners with strong foundations. However, I am glad to see that the Times does qualify, "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. " Raising standardized test scores does not always equal educating.


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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