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ERIC Number: ED510518
Record Type: Non-Journal
Publication Date: 2008-Feb
Pages: 45
Abstractor: As Provided
Reference Count: 18
Value-Added and Other Methods for Measuring School Performance. Working Paper 2008-17
Meyer, Robert H.; Christian, Michael S.
National Center on Performance Incentives, Paper prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, Feb 28, 2008)
One of the central challenges of designing and implementing a performance pay program is developing an approach for determining which schools, teachers, and administrators have performed well enough to have earned a bonus. The U.S. Department of Education's Teacher Incentive Fund (TIF) program provides grantees substantial latitude to create incentive pay systems that fit their local needs. This paper reviews the methods proposed by TIF grantees for measuring the performance of schools, teachers, and administrators with respect to student achievement. One of the major objectives of this paper is to evaluate the different performance measurement approaches in terms of a specific statistical standard--a value-added model. To simplify this analysis, authors focus primarily on value-added models of grade-level performance. Most, if not all, of the papers' conclusions also apply to value-added models of classroom/teacher performance. Appended are: (1) Approaches to Measuring the Performance of Schools, Teachers, and Administrators in Teacher Incentive Fund Proposals; (2) Value-Added Models with Multiple Growth Years; and (3) Student and School-Level Variables in Value-Added Models. (Contains 4 tables, 3 figures, and 38 footnotes.)
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail:; Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Chicago Community Trust; Institute of Education Sciences (ED); Joyce Foundation; Spencer Foundation
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
IES Funded: Yes
Grant or Contract Numbers: R305A060034