Evaluating Teachers: The Important Role of Value-Added

By S. Glazerman, Susanna Loeb, Dan Goldhaber, Stephen Raudenbush. 2010

165 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/22227bfd80e4a21ecb507e708a82089dd703b60c

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Citations in the corpus

Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers (2016, background): “An important, large-scale, longitudinal, randomized trail study in primary education (Glazerman et al., 2010) revealed mixed results: no retention effects, no teacher performance effects, and positive student performance effects.”
The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol (2014, result): “These findings also indicate that the historic tendency to give high and undifferentiated evaluations to teachers may not simply be a matter of institutional and administrative will, as suggested by recent reports and policy statements (e.g., Glazerman et al., 2010; Weisberg et al., 2009).”
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana (2012, background): “The use and misuse of value-added assessments in evaluating the work of individual teachers is the source of an active professional and policy debate (Baker et al., 2010; Glazerman et al., 2010; Hanson, 1988; Harris, 2009; Raudenbush, 2004; Tekwe et al., 2004).”
Examining Teacher Effectiveness Using Classroom Observation Scores (2015, background): “In the case of value-added estimates of teacher effectiveness, evidence suggests that the year-to-year correlation in value-added measures, across multiple studies, is on the order of .2 to .6 (Glazerman et al., 2010).”
The Test Matters (2014, background): “Proponents argue that these measures better differentiate among teachers, unlike existing evaluation schemes in which nearly all teachers receive the highest rating (Glazerman et al., 2010; Harris, 2009).”
The Effect of Evaluation on Teacher Performance (2012, background): “Using student test score–based measures, while intuitive, is not always possible and not without research and political controversy (Glazerman et al. 2010).”
Classroom Composition and Measured Teacher Performance (2016, methodology): “Indeed, research using data from the Measures of Effective Teaching (MET) study finds that a teacher’s observation scores are only moderately correlated across 2 consecutive years (Garrett & Steinberg, 2015), on the order of the year-toyear, within-teacher correlation of student testscore-based meas”
The Distribution of Teacher Quality and Implications for Policy (2012, background): “Recent analyses have linked information about teacher value-added to layoff policies, and they indicate that the impact of reductions depends importantly on how the layoffs are implemented (Glazerman et al. 2010, Boyd et al. 2011, Goldhaber & Theobald 2011).”
The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era (2016, background): “discussed at length (see, e.g. Baker et al. 2010; Donaldson and Papay forthcoming; Glazerman et al. 2010).”