NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED574274
Record Type: Non-Journal
Publication Date: 2016
Pages: 51
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: N/A
Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA. CEDR Working Paper. WP #2016-7
Goldhaber, Dan; Cowan, James; Theobald, Roddy
Center for Education Data & Research
We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly predictive of employment in the state's public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics. We also find that Hispanic candidates in Washington were more than three times more likely to fail the edTPA after it became consequential in the state than non-Hispanic White candidates. Additional tables are appended.
Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research; Bill and Melinda Gates Foundation; Institute of Education Sciences (ED)
Authoring Institution: Center for Education Data & Research (CEDR)
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: R305C120008