Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models. Policy Information Perspective.

By H. Braun. 2005

209 citations recorded by the source corpus.

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Citations in the corpus

Standardized Testing and School Accountability (2010, background): “…the identification of the effects of individual teachers on student achievement, often designed to support differentiated compensation (see, e.g., Braun, 2005) although within the last 2 years, pilots of valueadded approaches to determining whether a school has made “adequate yearly progress”…”
Evaluating the Impact of Professional Development (2018, background): “…between what teachers do and student outcomes and this has highlighted various difficulties in demonstrating that teaching causes learning (such debates have been particularly prominent in the context of the use of value-added metrics to evaluate teacher quality, see Braun, 2005; Corcoran, 2016).”
Evaluating Teacher Evaluation (2012, unknown): “(See, for example, Braun, 2005; National Research Council, 2009.)”
Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts (2010, background): “…of useful learning materials, as well as other school resources like time, class sizes, and the like (For reviews, see Baker et al., 2010; Braun, 2005; McCaffrey, Lockwood, Koretz, & Hamilton, 2003; and National Research Council and National Academy of Education, 2010) Furthermore,…”
Conceptualising and Evaluating Teacher Quality: Substantive and Methodological Issues (2008, background): “…for high-stakes decision-making about the quality of teaching, such as those involved in performance-related pay (see: Bosker & Witziers, 1995; Braun, 2005; Goldstein, 1997; Goldstein & Spiegelhalter, 1996; Kupermintz, 2002; McCaffrey, Lockwood et al., 2003; Raudenbush, 2004; Rowe, 2000;…”
Correcting for Test Score Measurement Error in ANCOVA Models for Estimating Treatment Effects (2014, background): “…of longitudinal data have provided unprecedented opportunities to study the effects of policies, interventions, curricula, teaching practices, and even individual teachers through ‘‘value-added’’ (VA) modeling (Braun, 2005; Harris, 2011; McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004).”
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”
A Technical Overview of the Student Growth Percentile Methodology: Student Growth Percentiles and Percentile Growth Projections/Trajectories. (2011, background): “…statistical techniques, the amount of student progress/growth that can be justifiably attributed to the school or teacher—that is, to disentangle current aggregate level achievement from effectiveness (Braun, 2005; Rubin, Stuart, & Zanutto, 2004; Ballou, Sanders, & Wright, 2004; Raudenbush, 2004).”
Methodological Concerns About the Education Value-Added Assessment System (2008, background): “, McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004b), which differ in their model and statistical assumptions (Braun, 2005; Tekwe et al., 2004), the most recognized and widely implemented model is an offshoot of the Tennessee Value-Added Assessment System (TVAAS; Battelle for Kids, 2007a; Olson,”