Kirsten Denise Johnson
A 5th grade teacher at Ninety-Third Street 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 2002-03 through 2008-09 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.
Compared with other Los Angeles Unified teachers on the value-added measure of test score improvement, Johnson ranked:
- Less effective than average overall.
- Less effective than average in math. Students of teachers in this category, on average, lost about 4 percentile points on the California Standards Test compared with other students at their grade level.
- Less effective than average in English. Students of teachers in this category, on average, lost about 3 percentile points on the California Standards Test compared with other students at their grade level.
Johnson's LAUSD teaching history
2002-03 through 2008-09 academic years
- Ninety-Third Street Elementary, 2009 - 2003
Kirsten Johnson's Response:
From FA 2006 - SP 2009, The Fifth Grade Level Departmentalized. I was the Science Teacher. Two other colleagues taught Math and Language Arts during those three years to the entire Fifth Grade. During the Departmentalization, Science Scores rose from 18% Prof/Adv in 2006 to 23% in 2007. In 2008, Science scores rose again with 34% of all 5th grade students Prof/Adv, and again in 2009 when Science rose to 45% of 5th Grade students being Prof/Adv. In 2009-10, I taught Most of 2nd and all of 3rd-5th Grade Science. Unfortunately, I could not focus on the Fifth Grade as I had done in prior years, yielding a 22% increase in over three years (2007-09). We still managed to raise the amount of Fifth Graders Prof/Adv to 49% in Spring of 2010, with consistent support and instruction. I also take my Fifth Grade Students on an average of 12 Field Trips Per year as Exposure and Experience is crucial to academic understanding. I also am one of the few Elementary Instructors that still teach the Full Science Curriculum (Including a comprehensive review of 4th Grade Standards) to prepare for the rigorous CST. I also teach the ENTIRE American History Curriculum and students have Projects, Hot Seats and other experiences while learning their history. I also teach my students how to play the Recorder for Musicianship. I also train my students for the Physical Fitness test in which over 80% of them have passed over every year (Compared to the statewide avg of 17-20% of students passing) We also have organized sports with PE where the students learn fundamentals of Volleyball, Basketball and Softball, as well as Football skills. They usually play for the culminating activity or other school wide activities. Most of your" Highly Effective" Teachers, I would venture to say, only teach language Arts and Math, LEAVING "THE REST OF THE CURRICULUM BEHIND"! So I guess, if I also ignored teaching the 6 other subjects, and purely focused on "teaching to the test" for Language Arts and Math, my "Effectiveness" would yield a different rating. I challenge one of the "Number Heads", who so aptly and carefully entered data, in a pre-formulated computerized system, to teach 9 subjects to a level of Mastery to Inner City children, with Limited Parental involvement and Instructional/Staff Resources, and Yield a "Superior" Rating. I'm sure no one would take me up on this challenge as these "Cubicle Kings" wouldn't have half the personality/expertise to engage or encourage these brilliant children of color!
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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