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ERIC Number: EJ1016268
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1557-3060
Value Added and Its Uses: Where You Stand Depends on Where You Sit
Corcoran, Sean; Goldhaber, Dan
Education Finance and Policy, v8 n3 p418-434 Sum 2013
In this policy brief we argue that there is little debate about the statistical properties of value-added model (VAM) estimates of teacher performance, yet, despite this, there is little consensus about what the evidence about VAMs implies for their practical utility as part of high-stakes performance evaluation systems. A review of the evidence base that underlies the debate over VAM measures, followed by our subjective opinions about the value of using VAMs, illustrates how different policy conclusions can easily arise even given a high-level general agreement about an existing body of evidence. We conclude the brief by offering a few thoughts about the limits of our knowledge and what that means for those who do wish to integrate VAMs into their own teacher-evaluation strategy.
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A