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ERIC Number: EJ1095222
Record Type: Journal
Publication Date: 2016-Apr
Pages: 36
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0002-8312
What Does It Mean to Be Ranked a "High" or "Low" Value-Added Teacher? Observing Differences in Instructional Quality across Districts
Blazar, David; Litke, Erica; Barmore, Johanna
American Educational Research Journal, v53 n2 p324-359 Apr 2016
Education agencies are evaluating teachers using student achievement data. However, very little is known about the comparability of test-based or "value-added" metrics across districts and the extent to which they capture variability in classroom practices. Drawing on data from four urban districts, we found that teachers were categorized differently when compared within versus across districts. In addition, analyses of scores from two observation instruments, as well as qualitative viewing of lesson videos, identified stark differences in instructional practices across districts among teachers who received similar within-district value-added rankings. These patterns were not explained by observable background characteristics of teachers, suggesting that factors beyond labor market sorting likely played a key role.
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; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305C090023; 0918383