1. Linking State Data Systems to
Local Reforms
Dr. Christopher A. Thorn, Assistant Scientist
Value-Added Research Center &
Wisconsin Center for Education Research
University of Wisconsin-Madison

2. Lessons from Multiple Projects
• Center for Educator Compensation Reform
– Provide technical assistance to 34 TIF Grantees
• Wisconsin Value Added Model
– Developing prototype state VA model – with small district uses
• Milwaukee Public Schools Value Added Project
– Provide district value added system (school, grade, and classroom levels)
– Embedded Researcher & program evaluation
– Launching redesign of system inputs
• Chicago Public Schools Value Added Project
– Provide district value added system (school, grade , and classroom levels)
– Embedded Researcher & program evaluation

3. Complex problems and team approach
• Value-Added Analytics
– Economists and Statisticians
• Data Systems and Data Structure
– Sociologist, Data Warehouse Architect, and
Industrial Engineers
• Leadership, Finance, & HR
– Educational Leadership (CPRE colleagues)
• Embedded Researchers
– Statistician, Sociologist, Economist

4. Complexity calls for formal
approaches to problem solving
• Focus:
– Organizational design and management
– Human factors and ergonomics
– Work system design
– Data models and workflow
– Human-organization interface technology
• Goal:
– Improve work system performance through design
principles and empirical science
– 4 subsystems - technological, personnel, external
environment, organizational design

5. Core Information System Gaps
• Many HR systems do not handle multiple roles well
(or at all)
• SIS focused on managing student-teacher ratios and
scheduling rather than learning
• IT and Research offices understaffed
• Finance and HR not tied to research agenda
• Market for decision support systems lag educational
needs

6. Data Quality Problems
• Poor links between students and teachers
• Limited data linking teachers to students by
subject taught
• Little systematic data on system inputs or on
fidelity of implementation
• Limited support for performance evaluation
systems

7. Analytical Gaps in
Accountability Systems
• VA Models are haaaaaaaaard
• Tests given in mid-year complicates
assignment of productivity
• Lack of vertical scales complicates
measurement of productivity
• Lack of links to licensure systems complicates
assessment of changes in teacher
characteristics and efficacy of teacher
preparation institutions

8. Core Policy Application of
Value-Added Analysis

9. What have been the big surprises?
• Districts drops number of initiatives to focus on
quality and evaluation
• Unions and school board groups talking
• National union bringing technical expertise to the
table to solve local problems
• Talent pool in national vendors thin
• New demands for diagnostic assessment
• New demands for PD that works

10. For More Information
http://www.wcer.wisc.edu/varc
Chris Thorn
cathorn@wisc.edu
Rob Meyer
rhmeyer@wisc.edu