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ERIC Number: EJ924274
Record Type: Journal
Publication Date: 2011-Jun
Pages: 38
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0002-8312
A Validity Argument Approach to Evaluating Teacher Value-Added Scores
Hill, Heather C.; Kapitula, Laura; Umland, Kristin
American Educational Research Journal, v48 n3 p794-831 Jun 2011
Value-added models have become popular in research and pay-for-performance plans. While scholars have focused attention on some aspects of their validity (e.g., scoring procedures), others have received less scrutiny. This article focuses on the extent to which value-added scores correspond to other indicators of teacher and teaching quality. The authors compared 24 middle school mathematics teachers' value-added scores, derived from a large (N = 222) district data set, to survey- and observation-based indicators of teacher quality, instruction, and student characteristics. This analysis found teachers' value-added scores correlated not only with their mathematical knowledge and quality of instruction but also with the population of students they teach. Case studies illustrate problems that might arise in using value-added scores in pay-for-performance plans. (Contains 7 notes, 7 tables and 1 figure.)
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 - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States