The five thoughtful papers included in this issue of "Educational Researcher" ("ER") raise new questions about the use of value-added methods (VAMs) to estimate teachers' contributions to students' learning as part of personnel evaluation. The papers address both technical and implementation concerns, considering potential effects on teachers' behavior and on the resulting quality of teaching. In this response, I reflect on articles' findings in light of other work in this field, and I offer my own thoughts about whether and how VAMs may add value to teacher evaluation.