NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED562533
Record Type: Non-Journal
Publication Date: 2015
Pages: 9
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: N/A
Validating Components of Teacher Effectiveness: A Random Assignment Study of Value-Added, Observation, and Survey Scores
Bacher-Hicks, Andrew; Chin, Mark; Kane, Thomas J.; Staiger, Douglas O.
Society for Research on Educational Effectiveness
Policy changes from the past decade have resulted in a growing interest in identifying effective teachers and their characteristics. This study is the third study to use data from a randomized experiment to test the validity of measures of teacher effectiveness. The authors collected effectiveness measures across three school years from three broad areas: value-added, classroom observation, and student surveys. In the first two years, they collected non-experimental estimates of these measures and, in the third year, they designed a randomized experiment to test the validity of these estimates. Using these data, they answer two questions: (1) Does a combination of these three distinct non-experimental measures identify teachers who, on average, produce higher student achievement gains following random assignment?; and (2) Does the magnitude of the gains correspond with what we would have predicted based on their non-experimental estimates of effectiveness? The analysis sample consisted of 66 fourth- and fifth-grade teachers from four large East coast school districts in the 2010-2011 through 2012-2013 school years. To answer the research questions, the authors first constructed the best linear combination of non-experimental student test score, survey, and classroom observation data from the first two years of the study (2010-11 and 2011-12) to predict teachers' average contribution to student growth on state standardized math tests another year. They used these predicted outcomes as their non-experimental estimates of teachers' contributions to student test score growth in 2012-13. Then, they examined actual student growth in 2012-13 (the third year of the study in which re randomly assigned students to teachers) and compared their non-experimental prediction of growth to actual growth. Tables are appended.
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)