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ERIC Number: ED496108
Record Type: Non-Journal
Publication Date: 2004
Pages: 5
Abstractor: Author
The Promise and Peril of Using Value-Added Modeling to Measure Teacher Effectiveness. Research Brief
RAND Corporation
Value-added modeling offers the possibility of estimating the effects of teachers and schools on student performance, a potentially important contribution in the current environment of concern for accountability in education. These techniques, however, are susceptible to a number of sources of bias, depending on decisions about how the modeling is executed and on the quality of the data on which models are based. If teachers are to be held accountable for the performance of their students, strategies for measuring the impact of their work must be refined or, at least, the uncertainties of these measurements must be taken into account in assessing the impact of teachers and schools on student performance. [This research brief describes work done for RAND Education documented in "Evaluating Value-Added Models for Teacher Accountability" by Daniel F. McCaffrey, Daniel M. Koretz, J. R. Lockwood, and Laura S. Hamilton.]
RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Rand Corp., Santa Monica, CA.
Grant or Contract Numbers: N/A