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ERIC Number: EJ1021926
Record Type: Journal
Publication Date: 2014-Apr
Pages: 35
Abstractor: As Provided
Reference Count: 82
ISBN: N/A
ISSN: ISSN-0002-8312
The Random Assignment of Students into Elementary Classrooms: Implications for Value-Added Analyses and Interpretations
Paufler, Noelle A.; Amrein-Beardsley, Audrey
American Educational Research Journal, v51 n2 p328-362 Apr 2014
Value-added models (VAMs) are used to measure changes in student achievement on large-scaled standardized test scores from year to year. When aggregated, VAM estimates are used to measure teacher effectiveness and hold teachers accountable for the value they purportedly add to or detract from student learning and achievement. In this study, researchers examined the extent to which purposeful (nonrandom) and random assignment of students into classrooms occurs in Arizona elementary schools (Grades 3-6). Researchers found that overwhelmingly, students are not randomly assigned and administrators, teachers, and parents play a prodigious role in the process. Findings have current implications for value-added analyses and the extent to which nonrandom assignment practices might impact or bias teachers' value-added scores.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001