Philip John Brimble

A 4th / 5th split teacher at Overland Avenue 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.

Overall value-added effectiveness

Math effectiveness

English effectiveness

Compared with other Los Angeles Unified teachers on the value-added measure of test score improvement, Brimble ranked:

  • More effective than average overall.
  • More effective than average in math. Students of teachers in this category, on average, gained about 4 percentile points on the California Standards Test compared with other students at their grade level.
  • More effective than average in English. Students of teachers in this category, on average, gained about 2 percentile points on the California Standards Test compared with other students at their grade level.

Brimble's LAUSD teaching history

2002-03 through 2008-09 academic years

Philip Brimble's Response:

This is one type of measurement, based on a test that occurs at the years end. It doesn't measure anything that can't be quantified, such as student attitudes towards school, ability to work in groups, inherent motivations, etc. What will be interesting will be compare myself with a teacher at a very different school, who I know to be a fine teacher, and see how the change in zip codes affects our teacher "effectiveness".

If a student gets 600 on a math test one year, and "only" 580 the next year--i.e. they missed ONE question--that does that mean that I have been less effective? Going up or down a few percentile points isn't very meaningful.

I teach elementary school. My son did well academically, but I do know that when he was in middle school and high school, he was well aware that these scores meant nothing to him. For teachers in these upper grades, will the Times turn the CST's into a personality contest where students can judge their teachers by doing well or not on a test?

Publishing this type of information on a data base for public viewing seems to be premature and will result in a number of significant problems. You are giving parents one piece of data that will inevitably skew perspectives and will result in a lot of staffing issues as principals cope with all the parent requests to have only the "most effective" teacher. Unless they are one of those parents who already recognize the very limited usefulness of the CST scores.

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.

Do the ratings in this database reflect your experience or your child's experience in the teacher's classroom? Do you believe this is a helpful tool for parents?
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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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This page was created by the Data Desk, a team of reporters and Web developers at The Times.