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Download full textGoldhaber, Dan; Harris Douglas N.; Loeb, Susanna; McCaffrey, Daniel F.; Raudenbush, Stephen W. – Carnegie Foundation for the Advancement of Teaching, 2015
It is common knowledge that teacher quality is a key in-school factor affecting student achievement. While the quality of teaching clearly matters for how much students learn, this quality is challenging to measure. Evaluating teacher quality based on the level of their students' end-of-year test scores has been one method of assessing…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Evaluation Methods, Measurement Techniques
Loeb, Susanna; Candelaria, Christopher A. – Carnegie Foundation for the Advancement of Teaching, 2012
Value-added models measure teacher performance by the test score gains of their students, adjusted for a variety of factors such as the performance of students when they enter the class. The measures are based on desired student outcomes such as math and reading scores, but they have a number of potential drawbacks. One of them is the…
Descriptors: Academic Achievement, Teacher Effectiveness, Scores, Peer Influence
Goldhaber, Dan; Theobald, Roddy – Carnegie Foundation for the Advancement of Teaching, 2012
There are good reasons for re-thinking teacher evaluation. Evaluation systems in most school districts appear to be far from rigorous. A recent study showed that more than 99 percent of teachers in a number of districts were rated "satisfactory," which does not comport with empirical evidence that teachers differ substantially from each other in…
Descriptors: Academic Achievement, Evidence, Teacher Evaluation, Educational Testing
Harris, Douglas N. – Carnegie Foundation for the Advancement of Teaching, 2012
In the recent drive to revamp teacher evaluation and accountability, measures of a teacher's value added have played the starring role. But the star of the show is not always the best actor, nor can the star succeed without a strong supporting cast. In assessing teacher performance, observations of classroom practice, portfolios of teachers' work,…
Descriptors: Teacher Effectiveness, Evidence, Teaching Methods, Teacher Evaluation
McCaffrey, Daniel F. – Carnegie Foundation for the Advancement of Teaching, 2012
Value-added models have caught the interest of policymakers because, unlike using student tests scores for other means of accountability, they purport to "level the playing field." That is, they supposedly reflect only a teacher's effectiveness, not whether she teaches high- or low-income students, for instance, or students in accelerated or…
Descriptors: Student Characteristics, Teacher Effectiveness, Teacher Evaluation, Models
Raudenbush, Stephen W.; Jean, Marshall – Carnegie Foundation for the Advancement of Teaching, 2012
A teacher's value-added score is intended to convey how much that teacher has contributed to student learning in a particular subject in a particular year. Different school districts define and compute value-added scores in different ways. A variety of people may see value-added estimates, and each group may use them for different purposes.…
Descriptors: Teacher Effectiveness, Achievement Tests, Statistical Bias, Teacher Evaluation
