Shalonda Elaine Proctor

A 5th grade teacher at Crescent Heights Boulevard 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

This chart shows where teachers in this effectiveness category fall on a distribution of all teachers’ scores.

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

Most effective overall.
Most effective in math. Students of teachers in this category, on average, gained about 11 percentile points on the California Standards Test compared with other students at their grade level.
Most effective in English. Students of teachers in this category, on average, gained about 7 percentile points on the California Standards Test compared with other students at their grade level.

Proctor's LAUSD teaching history

2002-03 through 2008-09 academic years

Crescent Heights Boulevard Elementary, 2009 - 2004
Raymond Avenue Elementary, 2003

Shalonda Proctor's Response:

After 26 years of teaching in LAUSD, I am thrilled that I am rated as most effective. Teaching is extremely challenging and rewarding. I am a much better teacher today than I was twenty years ago. I am fortunate I had a chance to grow and develop as an educator before the Los Angeles Times published a website with a rating of my performance. I do think we need to maintain high standards for educators. I applaud any effort to improve our educational system. I believe we need a fair and expedient process for terminating teachers who are clearly ineffective. Since the basis of the added-value ratings is test scores, you should provide the public with more information about the test and the state standards. I think most readers would be amazed at what we expect of eight, nine, and ten-year olds these days. It's not that they are unable to meet the standards. Some just need more time, and some lack the perseverance required to read 10 to 12 long passages on the reading section of the test. The CST is not a basic skills test. It assesses mastery of some fairly rigorous standards.

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.