Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Autor/inn/en	Newton, Xiaoxia A.; Darling-Hammond, Linda; Haertel, Edward; Thomas, Ewart
Titel	Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts
Quelle	In: Education Policy Analysis Archives, 18 (2010) 23, (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Effectiveness; Teacher Evaluation; Secondary School Teachers; Mathematics Teachers; English Teachers; Achievement Gains; Academic Achievement; Influences; Student Characteristics; Disadvantaged Youth; Accountability; California + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Achievement gain; Leistungssteigerung; Schulleistung; Influence; Einfluss; Einflussfaktor; Benachteiligter Jugendlicher; Verantwortung; Kalifornien
Abstract	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, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers' effectiveness, especially when the stakes are high. (Contains 1 footnote, 10 tables and 2 figures.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10