Not Enough Transparency in the Bayou State

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When we launched our National Review of Teacher Preparation Programs, the Louisiana Association of Teacher Education (LACTE) made no secret about its opposition to being reviewed.  Since then, nearly all Louisiana public institutions have made good on their word that they will not comply with our data request, even though it has been submitted as an open records request.

But while they fail to comply with our request for public documents, these institutions cannot escape the scrutiny of Louisiana's Teacher Quality Initiative.  The Initiative's results, published this past September, paint a dismal picture of the state of teacher prep in the Bayou state.  (For the math-averse, green cells denote program graduates' positive effect on student learning, while red means that student performance suffers.)

Value-Added Teacher Evaluation Model: Undergraduate Programs

Only two of the eight programs examined here have a positive effect across the board.  In three, there is a mixture of effects.  And in another three, the results are completely negative.

You might wonder what LSU-Baton Rouge is doing right and what the University of Louisiana-Lafayette is doing wrong.  But these numbers don't reveal that information to consumers of teacher prep and the public.  If Louisiana programs comply with the law and provide us with what should be readily accessible data, then consumers may have some answers.

Note: information on undergraduate programs was unavailable for Grambling State, LSU-Alexandria, Southern University at New Orleans, and the University of Louisiana-Monroe.

Marisa Goldstein