Stephanie L. Logan

A 3rd grade teacher at Seventy-Fifth Street 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

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Most effective

English effectiveness

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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. Logan falls within the “more effective than average” category of district teachers in math and within the “least effective” category in English. These ratings were calculated based on test scores from 148 students.

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

Logan's LAUSD teaching history

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

Stephanie Logan's Response:

I don't think this is a fair or accurate measure of my effectiveness as a teacher. I had been given 3 students with extreme behavior problems at the beginning of the year and I dealt with it. However, as the year progressed, I gained 4 more from teachers who were unable or unwilling to work with them. Two students were fourth grade (older) students that had been so threatening and disruptive to their teacher's class that the teacher refused to take them anymore. I, however, refused to give up on them. I may have seen some progress in their behavior by the end of the year, but I know there was a price. Instructional time is only one cost to be considered. I had a much harder job to do than others at my grade-level who chose to "get rid" of their discipline problems. In the area I teach, it is rough and I can't blame some of those students for having emotional/ behavioral issues. It wasn't an even playing field. Where did you factor that in? What about all the students that were mainstreamed from Special Ed. classes that other teachers said they wouldn't or couldn't work with? I feel like I'm being punished for being responsible and not saying no when I was asked to take students. I feel hurt and humiliated to be rated like this. Should I have refused to take those students in like the others? Where would they go? I know I'm not the only teacher to have been put in a situation like this.

 

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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About the Data Desk

This page was created by the Data Desk, a team of reporters and Web developers at The Times.