ERIC Number: EJ1160956
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
The Implications of Summer Learning Loss for Value-Added Estimates of Teacher Effectiveness
Gershenson, Seth; Hayes, Michael S.
Educational Policy, v32 n1 p55-85 Jan 2018
School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical implications of this problem by comparing estimates from "cross-year" VAMs with those from arguably more valid "within-year" VAMs using fall and spring test scores from the nationally representative Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K). "Cross-year" and "within-year" VAMs frequently yield significant differences that remain even after conditioning on participation in summer activities.
Descriptors: Value Added Models, Teacher Effectiveness, Scores, Comparative Analysis, Longitudinal Studies, Surveys, Kindergarten, Grade 1, Validity, Achievement Gains, Student Characteristics, Mathematics Achievement, Reading Achievement, Elementary School Students, Correlation, Computation
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A