ERIC Number: EJ1054684
Record Type: Journal
Publication Date: 2015-Mar
Reference Count: 23
Value Added: A Case Study in the Mismatch between Education Research and Policy
Raudenbush, Stephen W.
Educational Researcher, v44 n2 p138-141 Mar 2015
Recent studies on value added research indicates that, by using data from student perceptions, classroom observations, and test score growth, one can obtain credible evidence of the relative effectiveness of a set of teachers who teach similar children under similar conditions. Recent careful research on school effects indicates that committed educators working collectively can create a learning environment in which low-income minority youth thrive academically. Taken together, these two lines of research inspire optimism about educational improvement.The two strands of research, however, are insufficient guides for action. To act, more informative evidence and a theory to synthesize all of the evidence are needed. Research on value added has no implications for action in isolation from other research about effective schooling because, like any research program, the narrow conditions that make value-added research convincing limit its direct applicability in practice. However, in combination with a wide range of related research and a coherent theory of action, research on teacher effectiveness indicators can increase the potential for educational improvement.
Descriptors: Case Studies, Educational Policy, Educational Research, Low Income, Minority Group Students, Educational Environment, Student Attitudes, Observation, Teacher Effectiveness, Educational Improvement, Accountability, Teacher Evaluation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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