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ERIC Number: EJ1158140
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: EISSN-2158-9232
The Potential Consequence of Using Value-Added Models to Evaluate Teachers
Shen, Zuchao; Simon, Carlee Escue; Kelcey, Ben
eJEP: eJournal of Education Policy, Fall 2016
Value-added models try to separate the contribution of individual teachers or schools to students' learning growth measured by standardized test scores. There is a policy trend to use value-added modeling to evaluate teachers because of its face validity and superficial objectiveness. This article investigates the potential long term consequences of making high-stakes decisions based on value-added teacher evaluations. To investigate this question, we analyze the micro-level effects on teacher effectiveness from the view of policy implementation and the macro-level effects on teacher quality based on the dynamic change of the teacher job market. We argue that the establishment of a formal connection between value-added teacher evaluations and high-stakes decision-making may compromise teacher effectiveness and teacher quality. We conclude that this connection between value-added measures and high-stakes decisions should not be established when it compromises the perception of a teacher's position as a secure and decent job.
Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A