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ERIC Number: EJ1002840
Record Type: Journal
Publication Date: 2012-Nov
Pages: 5
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0013-1784
How to Use Value-Added Measures Right
Di Carlo, Matthew
Educational Leadership, v70 n3 p38-42 Nov 2012
Value-added models are a specific type of "growth model," a diverse group of statistical techniques to isolate a teacher's impact on his or her students' testing progress while controlling for other measurable factors, such as student and school characteristics, that are outside that teacher's control. Opponents, including many teachers, argue that value-added models are unreliable and invalid and have absolutely no business at all in teacher evaluations, especially high-stakes evaluations that guide employment and compensation decisions. Supporters, in stark contrast, assert that teacher evaluations are only meaningful if these measures are a heavily weighted component. But despite the confidence on both sides, there is virtually no empirical evidence as to whether using value-added or other growth models--the types of models being used vary from state to state--in high-stakes evaluations can improve teacher performance or student outcomes. The reason is simple: It has never really been tried before. It will probably be several years before there is solid initial evidence on whether and how the various new evaluation systems work in practice. By themselves, value-added data are neither good nor bad. It is how one uses them that matters. This article offers recommendations on how districts that are required to use value-added measures can ensure that they do so responsibly: (1) Avoid mandating universally high weights for value-added measures; (2) Pay attention to all components of the evaluation; (3) Don't ignore error--address it; and (4) Continually monitor results and evaluate the evaluations.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A