The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness

2004 ◽  
Author(s):  
Daniel McCaffrey ◽  
Daniel Koretz ◽  
J. Lockwood ◽  
Laura Hamilton
Keyword(s):  
Teacher Effectiveness ◽  
Value Added ◽  
Value Added Modeling

Rethinking Teacher Evaluation: A Conversation about Statistical Inferences and Value-Added Models

2013 ◽  
Vol 83 (2) ◽  
pp. 349-370 ◽  
Author(s):  
Kimberlee Callister Everson ◽  
Erika Feinauer ◽  
Richard Sudweeks
Keyword(s):  
Teacher Evaluation ◽  
Teacher Effectiveness ◽  
Value Added ◽  
Statistical Methodology ◽  
Current Standard ◽  
Accountability System ◽  
Statistical Inferences ◽  
Value Added Models ◽  
Value Added Modeling

In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quality are attempts to determine to what degree a teacher would theoretically contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). Everson, Feinauer, and Sudweeks suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performs relative to teachers assigned comparable classes of students. This approach more closely fits the appropriate role of an accountability system: to estimate how well employees perform in the job to which they are actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling. The authors conclude that this alternative method allows for more appropriate and policy-relevant inferences about the performance of teachers.

Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique

2011 ◽  
Vol 6 (1) ◽  
pp. 18-42 ◽  
Author(s):  
Cory Koedel ◽  
Julian R. Betts
Keyword(s):  
Teacher Effectiveness ◽  
Value Added ◽  
Classroom Teaching ◽  
First Year ◽  
Value Added Models ◽  
Value Added Model ◽  
Extended Analysis ◽  
Research Questions ◽  
Value Added Modeling ◽  
Student Sorting

Value-added modeling continues to gain traction as a tool for measuring teacher performance. However, recent research questions the validity of the value-added approach by showing that it does not mitigate student-teacher sorting bias (its presumed primary benefit). Our study explores this critique in more detail. Although we find that estimated teacher effects from some value-added models are severely biased, we also show that a sufficiently complex value-added model that evaluates teachers over multiple years reduces the sorting bias problem to statistical insignificance. One implication of our findings is that data from the first year or two of classroom teaching for novice teachers may be insufficient to make reliable judgments about quality. Overall, our results suggest that in some cases value-added modeling will continue to provide useful information about the effectiveness of educational inputs.

Essays in applied economics

2019 ◽  
Author(s):  
◽  
Rebecca L. Whitworth
Keyword(s):  
Panel Data ◽  
Overlapping Generations ◽  
Value Added ◽  
Bond Market ◽  
Applied Economics ◽  
Corporate Debt ◽  
Overlapping Generations Model ◽  
Fiat Money ◽  
The Us ◽  
Value Added Modeling

This dissertation examines several themes in applied economics. Specifically, Essay 1 examines the dynamics in an overlapping generations model with three-period lived agents, fiat money, and credit, Essay 2 reviews literature on value-added modeling and discusses a paper previously published, Essay 3 concludes by examining efficiency in the US bond market. While Essay 1 examines dynamics and 2 reviews tools used in estimating panel data, Essay 3 combines elements of both-empirically evaluating the efficiency of the bond market by looking at the movement of prices through time. That is, deriving the integral over t of the bond spread. While opportunities for more work exists, this paper suggests that the US Bond Market (the market for corporate debt) is informationally efficient, though it takes longer to converge than previously reported in the literature.

Let’s See More Empirical Studies on Value-Added Modeling of Teacher Effects: A Reply to Raudenbush, Rubin, Stuart and Zanutto, and Reckase

2004 ◽  
Vol 29 (1) ◽  
pp. 139-143 ◽  
Author(s):  
Daniel F. McCaffrey ◽  
J. R. Lockwood ◽  
Daniel Koretz ◽  
Thomas A. Louis ◽  
Laura Hamilton
Keyword(s):  
Empirical Studies ◽  
Value Added ◽  
Teacher Effects ◽  
Value Added Modeling
Sign in / Sign up

Export Citation Format

Share Document