Models for Value-Added Modeling of Teacher Effects

By Daniel F McCaffrey, J. R. Lockwood, D. Koretz, Thomas A. Louis, L. Hamilton. Journal of educational and behavioral statistics, 2004

629 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e8bb3c32c0f795f7bf5a2f7e95d420af750df146

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Citations in the corpus

Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement (2007, methodology): “(33) and Raudenbush and Bryk (37) have the additional complexity of modeling individual teacher effects as random effects rather than unknown parameters of indicator variables in a regression model.”
A longitudinal study of principals' activities and student performance (2012, result): “…models, a flurry of publications in recent years have supported its use and, in many cases, confirmed its superiority to alternative models (Briggs & Weeks, 2011; Lockwood & McCaffrey, 2007; Lockwood, McCaffrey, Mariano, & Setodji, 2007; McCaffrey et al., 2004; Sanders, 2006; Tekwe et al., 2004).”
Omitted Variables in Multilevel Models (2006, background): “Whereas most studies involving omitted variables have been limited to two-level panel data models (for exceptions, see Ebbes et al., 2004; McCaffrey, Koretz, Louis, & Hamilton, 2004 ), this paper explicitly deals with multiple omitted variables at different levels.”
Value-added modeling: A review (2015, methodology): “24 For the McCaffrey et al. (2009) study we report simple averages of the”
Teacher Effects and Teacher-Related Policies (2014, background): “Recent studies have found that the impact of being assigned a more effective teacher declines by half or more between end-of-year test scores and test scores two years later (McCaffrey et al., 2004; Jacob, Lefgren, and Sims, 2010; Kane and Staiger, 2008; Rothstein, 2010; Chetty et al., 2013a).”
The COACTIV Model of Teachers’ Professional Competence (2013, background): “Second, as learning is essentially an idiosyncratic mental process (Shuell 1996), there is no guarantee for the product of instruction—that is, for successful student learning outcomes (McCaffrey et al. 2004).”
Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “McGreal (1990) contends, “The high inference nature of rating scales places the burden of selecting a rating directly upon the evaluator” (p.”
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, background): “The clustered patterns of covariance evident in this table illustrate the lack of independence of each of these measures.”
The Persistence of Teacher-Induced Learning (2010, background): “At the same time, a number of recent studies (Andrabi et al. 2008; McCaffrey et al. 2004; Rothstein 2010; Todd and Wolpin 2003, 2006) highlight the strong assumptions of the most commonly used value-added models, suggesting that they are unlikely to hold in observational settings.”
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students (2015, background): “Note, however, that standard empirical Bayes adjustment does not properly account for the uncertainty in the grand mean, suggesting the estimates are shrunk too much (McCaffrey et al., 2004).”