Evaluating Value-Added Models for Teacher Accountability. Monograph.

By Daniel F McCaffrey, J. R. Lockwood, D. Koretz, L. Hamilton. 2004

641 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/3e3bbadc66072fc863fa38555adc189f420c0250

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Citations in the corpus

Conceptualising and Evaluating Teacher Quality: Substantive and Methodological Issues (2008, background): “The consensus among those who are closely familiar with these schemes is that they do not provide, and are unlikely to provide, a valid basis for high-stakes decision-making about the quality of teaching, such as those involved in performance-related pay (Braun, 2005; Kupermintz, 2002; McCaffrey et ”
Methodological Concerns About the Education Value-Added Assessment System (2008, background): “The missing data problem biases estimates of teacher effectiveness (see also Braun, 2004, 2005; Lockwood, Doran, & McCaffrey, 2003; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Walberg & Paik, 1997).”
Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning (2008, methodology): “Value-added models (VAMs) have received considerable attention in recent years as a reliable technique for estimating the effectiveness of individual teachers based on the achievement gains of their students (McCaffrey et al., 2003; Sanders & Horn, 1995).”
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper No. 2011-2.0. (2013, background): “The National Center for Education Statistics estimates that 327,000 teachers were hired in the US in 2007, which suggests that less than 20 percent of new teachers are entering through alternative routes. 3 See, for instance, Cochran-‐Smith and & Zeichner (2005), Crowe (2010), Duncan (2010), NCATE ”
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, positive): “…value-added be uncorrelated with all other explanatory variables in the model.16 This requirement is almost certainly violated when students self-select into course work or sections of a given course, but the requirement is satisfied in our context (Raudenbush and Bryk 2002; McCaffrey et al. 2004).”
What is the Relationship Between Teacher Quality and Student Achievement? An Exploratory Study (2007, background): “In a review of studies that utilize value-added modeling to explain teacher effects on student achievement, McCaffrey et al. (2003) concluded that while the value-added approach has limitations it nonetheless should be an alternative in examining teacher quality.”
The Support Gap: New Teachers' Early Experiences in High-Income and Low-Income Schools. (2004, positive): “Highly-skilled teachers can raise student achievement, especially the achievement of students living in low-income communities (Ferguson, 1998; Goldhaber & Anthony, 2004; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; Rivkin, Hanushek, & Kain, 2002; Sanders & Rivers, 1996; Wenglinsky, 2002Rivkin, ”
The Cost of Teacher Turnover in Five School Districts: A Pilot Study. (2007, background): “This paper examines prior work on the cost of turnover, reports the results of the study, and presents several implications and recommendations based on the findings.”
Teacher Quality and Quality Teaching: Examining the Relationship of a Teacher Assessment to Practice (2012, positive): “Because there is significant disagreement in the literature regarding the most appropriate specification of value-added models (see McCaffrey et al. 2003), eight different models were initially fit to the data.”
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana (2012, background): “Concerns have been raised regarding the precision and error rates in differentiating between teachers; variation across statistical models; the narrow focus of testbased, value-added assessments; narrowing of the curriculum; the impact of unmeasured school/community factors; and teacher demoralizati”
Access to Effective Teaching for Disadvantaged Students (2013, background): “In some contexts, researchers advise using multiple years of data to estimate a teacher’s value added in order to more precisely estimate the permanent component of teacher effectiveness (McCaffrey et al. 2004).”
Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, background): “This research is needed to identify organizational and individual factors that contribute to differences in teaching effects on student learning, and whether these effects persist over time (Hamilton, Klein, & McCaffrey, 2001; Kupermintz, 2003 ; McCaffrey, Lockwood, Koretz, & Hamilton, 2003 ).”
Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement (2007, background): “Recent computational advances and empirical findings about the impacts of individual teachers have also intensified interest in “value-added” methods (VAM), where trajectories of students’ test scores as they progress through schooling are used to estimate the contributions of individual teachers or”