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ERIC Number: EJ1012899
Record Type: Journal
Publication Date: 2013-May
Pages: 26
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-0195-6744
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers' Value-Added Scores
Grossman, Pam; Loeb, Susanna; Cohen, Julie; Wyckoff, James
American Journal of Education, v119 n3 p445-470 May 2013
Over the past 2 years, educational policy makers have focused much of their attention on issues related to teacher effectiveness. The Obama Administration has made teacher evaluation and teacher quality a central feature of many of its educational policies, including Race to the Top (RTTT), Investing in Innovation (i3), and the Teacher Incentive Fund (TIF) grants. In response, many states and school districts are developing measures of teacher effectiveness to reward, tenure, support, and fire teachers. In response to these policies, many observers are raising questions and concerns about the measures of teacher effectiveness that inform high-stakes personnel decisions. Unfortunately, we have little systematic knowledge regarding the properties of most of these measures. This article has two goals: to explore elements of instruction that may be associated with improved student achievement and to examine the domains of teaching skills that are identified in the literature as important to high-quality teaching but that may not be highly correlated with value-added measures of teacher effectiveness. (Contains 2 tables, 4 figures, and 12 notes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Race to the Top
IES Funded: Yes
Grant or Contract Numbers: R305A060067