Analysis of the Stability of Teacher-Level Growth Scores from the Student Growth Percentile Model. REL 2016-104

Autor/inn/en	Lash, Andrea; Makkonen, Reino; Tran, Loan; Huang, Min
Institution	Regional Educational Laboratory West (ED); WestEd
Titel	Analysis of the Stability of Teacher-Level Growth Scores from the Student Growth Percentile Model. REL 2016-104
Quelle	(2016), (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Growth Models; Teacher Evaluation; Scores; Teacher Effectiveness; School Districts; Reliability; Academic Achievement; Elementary School Teachers; Middle School Teachers; Criterion Referenced Tests; Mathematics Tests; Reading Tests; Nevada + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School district; Schulbezirk; Reliabilität; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lesetest
Abstract	This study, undertaken at the request of the Nevada Department of Education, examined the stability over years of teacher-level growth scores from the Student Growth Percentile (SGP) model, which many states and districts have selected as a measure of effectiveness in their teacher evaluation systems. The authors conducted a generalizability study using three years of data in mathematics and reading for nearly 370 elementary and middle school teachers from Washoe County School District in Reno, Nevada's second-largest district. The study found that in mathematics, half of the variation among teachers' annual growth score (median SGPs) was attributable to differences among teachers, while half was random or unstable. In reading, 0.41 of the variance in annual scores was attributable to differences among teachers, while 0.59 was due to random or unstable sources. More stable measures of effectiveness can be constructed by averaging multiple years of growth scores for a teacher, and the report provides stability estimates for averages of two, three, and four years of annual scores. The results from this study can also be used to examine the accuracy of judgments of teachers' effectiveness that are based on these scores. Study results suggest that as states examine properties of their estimates of teacher effectiveness and consider their use in teacher accountability, they may want to be cautious in using such scores for teacher evaluation. The following are appended: (1) Related literature; (2) Creating student achievement variables; (3) Design and methods; and (4) Calculating misclassifications of effectiveness. (As Provided).
Anmerkungen	Regional Educational Laboratory West. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01