The original instrument and the following digest, which constitutes no part of the
legislative instrument, were prepared by Nancy Vicknair.
DIGEST
SB 342 Original 2016 Regular Session Boudreaux
Present law provides for periodic evaluations of professional education employees (teachers and
administrators) based in part on growth in student achievement using a value-added assessment
model. Proposed law instead provides for a professional employee evaluation program that uses
multiple measures of student achievement, which includes a value-added assessment model as
determined by the State Board of Elementary and Secondary Education (BESE).
Present law provides that teacher certification and renewal of certification is contingent upon
whether the teacher has met the standard for effectiveness as determined by BESE using value-added
data. Further provides that if a teacher's evaluation demonstrates he has not met the standard for
effectiveness using either value-added data or other components of the evaluation for three years,
BESE shall not issue or renew the teacher's certificate, unless successfully appealed. Proposed law
deletes references to "value-added data" and instead requires that certification and renewal of
certification is contingent upon whether a teacher meets the standard for effectiveness as determined
by BESE.
Present law requires that 50% of teacher and administrator evaluations be based on evidence of
growth in student achievement using a value-added assessment model for grade levels and subjects
for which value-added data is available. Provides that BESE will establish measures of student
growth for grades and subjects for which value-added data is not available and for personnel for
whom value-added data is not available.
Proposed law provides that teacher and administrator evaluations be based, in part, on evidence of
growth in student achievement using multiple quantitative measures of student achievement, which
shall include a value-added data assessment model, as determined by BESE.
Proposed law specifies that data derived through a value-added assessment model shall not comprise
more than 50% of the quantitative portion of the evaluation. Further provides that the remaining
percentage of the quantitative portion of the evaluation shall be comprised of measures of student
growth as determined by the school principal.
Present law provides that the value-added assessment model must take into account student factors
such as special education, eligibility for free or reduced price meals, student attendance, and student
discipline. Proposed law retains present law.
Present law prohibits the value-added model and the measures of student growth established for
grades and subjects for which value-added data are not available from including a test score or data
of a student who had 10 or more unexcused absences in any semester in a school year. Proposed law
deletes all "value-added" references and instead provides that no measure of growth in student achievement shall include a test score or other data of a student who has 10 or more unexcused
absences in any semester in a given year.
Proposed law aligns the provisions in the charter school law relative to teacher and administrator
evaluations with those for teachers and administrators in traditional public schools.
Effective upon signature of the governor or lapse of time for gubernatorial action.
(Amends R.S. 17:3881(A), 3886(A), 3902(B)(5), and 3997(D)(1) and (2))