Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts
By Xiaoxia Newton. 2010
238 citations recorded by the source corpus.
Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught,
Subfields: Education, Information Systems and Management
View Paper: https://www.semanticscholar.org/paper/dd3bdcb66385e689b0798192cfadc4aae2598562
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Linda Darling-Hammond
- A. Amrein-Beardsley
- Edward H. Haertel
- L. Major
- Cesare Aloisi
- Steven I. Higgins
- R. Coe
- Jesse M. Rothstein
In Information Systems and Management
- Linda Darling-Hammond
- A. Amrein-Beardsley
- Edward H. Haertel
- R. Coe
- Jesse M. Rothstein
- Josh Kinsler
- Dan Goldhaber
- E. Taylor
Citations in the corpus
- What Makes Great Teaching? Review of the Underpinning Research. (2014, background): “This kind of ‘residual attribution’ – interpreting value-added simplistically as the effect of the teacher – is, of course, problematic (Newton et al, 2010; Hill et al, 2011; Dumay et al, 2013).”
- Evaluating Teacher Evaluation (2012, methodology): “Teacher effectiveness also varies significantly when different statistical methods are used (Briggs & Domingue, 2011; Newton et al., 2010; Rothstein, 2007).”
- Can Value Added Add Value to Teacher Evaluation? (2015, background): “…as they are for the ones they actually served (Rothstein, 2010) to studies showing that classroom characteristics are strong predictors of changes in value-added scores from year to year and class to class even after demographics and prior test scores are taken into account (Newton et al., 2010).”