Evidence for the Need to More Closely Examine School Effects in Value-Added Modeling and Related Accountability Policies

Autor/inn/en	Franco, M. Suzanne; Seidel, Kent
Titel	Evidence for the Need to More Closely Examine School Effects in Value-Added Modeling and Related Accountability Policies
Quelle	In: Education and Urban Society, 46 (2014) 1, S.30-58 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124511432306
Schlagwörter	Teacher Effectiveness; Academic Achievement; Models; Computation; Correlation; Accuracy; Institutional Characteristics; Urban Schools; Public Schools; Accountability; Reading Achievement; Mathematics Achievement; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Student Characteristics; Teacher Characteristics; Achievement Tests; Regression (Statistics); Ohio + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Analogiemodell; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Verantwortung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Regression; Regressionsanalyse
Abstract	Value-added approaches for attributing student growth to teachers often use weighted estimates of building-level factors based on "typical" schools to represent a range of community, school, and other variables related to teacher and student work that are not easily measured directly. This study examines whether such estimates are likely to be accurate in "outlier" schools where building-level characteristics, such as demographics and faculty qualifications, are at the outer edges of the distribution of schools on which the "typical school" estimates are based. We examined whether building-level factors correlate with grade-level ratings in one of the most widely used approaches to value-added modeling, thus impacting interpretation of value-added ratings of teachers. Urban schools may be particularly affected by findings that reliable interpretation of a model using typical school estimates is affected by aspects of the school, even when using a weighted model. More correlations were found than would be expected by chance, many fairly large. Correlations tend to cluster around particular variables, possibly an effect of system accommodations for demographic or economic factors. A greater range and number of correlations were found for mathematics than reading. Finally, correlations and strength of relationships increase with grade level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10