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ERIC Number: ED537090
Record Type: Non-Journal
Publication Date: 2009-Aug
Pages: 22
Abstractor: ERIC
Reference Count: N/A
Evidence Based Education Request Desk. EBE #500
Regional Educational Laboratory Southeast
Since the passage of the No Child Left Behind Act of 2001 (2002), there has been increased interest in using student achievement data (through standardized tests) to evaluate teacher effectiveness. Two U.S. Department of Education secretaries, Secretary Spellings and Secretary Duncan, have expressed interest in growth models and the need to improve the way teacher performance is evaluated. At the same time, there has been interest in creating longitudinal data systems so that student growth can be more accurately measured. The combined push for improvements in student assessments, teacher evaluation, and longitudinal student databases has led to the current educational agenda that lauds those systems that link student achievement to individual teachers. This paper describes four major value-added models (VAMs), concerns with VAMs as the "sole measure" of teacher effectiveness, some district and state examples, and other resources related to the issue of teacher effectiveness. (Contains 3 tables, 3 footnotes and 97 resources.)
Regional Educational Laboratory Southeast. Available from: SERVE Center at University of North Carolina at Greensboro. 5900 Summit Avenue Suite 201, Browns Summit, NC 27214. Tel: 800-755-3277; Tel: 336-315-7400; Fax: 336-315-7457; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Regional Educational Laboratory Southeast (ED)
Identifiers - Location: Florida; Louisiana; Minnesota; Tennessee; Texas; Utah; Wisconsin