ERIC Number: ED221579
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Statewide Implementation of the Value Added Model: Methodological Problems and Prospects.
Gabriel, Roy M.
Data from 86 Early Childhood Education (ECE) projects in Oregon were analyzed using methods prescribed by the Value Added model for ECE evaluation. The extent to which appropriate model implementation procedures were followed is unknown. Thus, the results represent an empirical account of the model's estimates of project impact, rather than a rigorous test of the validity of the model. In these data, estimates of student's cognitive growth rates at the project level were highly unstable, primarily due to a preponderance of small sample sizes. Methods of aggregating data across projects were examined, with resultant estimates gaining stability, but still seemingly low. Comparisons of the Value Added model's estimate with that of the Title I Evaluation and Reporting System Norm Referenced model supported this contention. Other issues explored in these data were standardizing the outcome metric for large scale reporting purposes, the utility of additional student background information on the model's estimate of growth rate and the characteristics of the variety of 18 tests represented, whose content, administration and scoring influenced the applicability of the model. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Aggregation (Data); Evaluation Problems; Oregon; RMC Models; Title I Evaluation and Reporting System; Value Added Model
Note: Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982).