In response to Act 54 of the 2010 Regular Session, the Louisiana Department of Education (LDOE) engaged internal and external groups through pilot programs, presentations, workgroups, and focus groups to collectively develop and refine the educator support and evaluation program and the Louisiana value-added model (VAM). This collaborative effort was aimed at building a system that would not simply rate teachers' performance, but would provide teachers with important feedback and development opportunities needed to improve their professional practice and ultimately lead their students to achieve at higher levels. Louisiana R.S. 17:3883(A)(8) requires the state Board of Elementary and Secondary Education (BESE) to submit a written report to the Senate Committee on Education and the House Committee on Education regarding the implementation, results, and effectiveness of the VAM. This technical document summarizes, in brief, the analytic process and selected aggregated results of student-teacher achievement outcomes for the 2023-2024 school year that were shared with teachers statewide during October 2024. Outcomes were assessed via a VAM model. The assessment used regression of student data (achievement, demographics, and attendance) to estimate typical student achievement and then compared typical outcomes to actual outcomes. Notable among the findings is a group of educators who are consistently among the teachers whose students have made either the weakest or strongest educational gains. This is consistent with the results of analysis conducted in previous years. Consistent cross-year results, when they were evident for a teacher, provide a basis for engaging in substantive work to improve outcomes for those who teach students at the lowest performing levels and retain and reward those whose students have achieved and improved at the highest levels. In addition to the presentation of current year results, this document also includes in its appendices: (1) processes supporting the development of the VAM; (2) the technical process of the calculation of the VAM; (3) calendar of activities; (4) source systems and data elements; (5) exclusion reasons; (6) eligible course codes; (7) equations; (8) coefficients; and (9) student and classroom characteristics.