Does the Precision and Stability of Value-Added Estimates of Teacher Performance Depend on the Types of Students They Serve? Working Paper #35

Autor/inn/en	Stacy, Brian; Reckase, Mark; Wooldridge, Jeffrey; Guarino, Cassandra
Institution	Michigan State University, Education Policy Center
Titel	Does the Precision and Stability of Value-Added Estimates of Teacher Performance Depend on the Types of Students They Serve? Working Paper #35
Quelle	(2013), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Teacher Competencies; Academic Achievement; Computation; Student Characteristics; Simulation; Educational Policy; High Stakes Tests; Correlation; Teacher Influence; Student Records; Scores; Mathematics Achievement; Grade 4; Grade 6; Racial Differences; Ethnic Groups; Socioeconomic Influences; Limited English Speaking; Teaching Experience; Regression (Statistics); Error of Measurement; Measurement Techniques; Item Response Theory; Class Size + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Schulleistung; Simulation program; Simulationsprogramm; Politics of education; Bildungspolitik; Korrelation; Schülerakte; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Rassenunterschied; Ethnie; Sozioökonomischer Faktor; Regression; Regressionsanalyse; Messfehler; Messtechnik; Item-Response-Theorie; Klassengröße
Abstract	This paper investigates how the precision and stability of a teacher's value-added estimate relates to the characteristics of the teacher's students. Using a large administrative data set and a variety of teacher value-added estimators, it finds that the stability over time of teacher value-added estimates can depend on the previous achievement level of a teacher's students. The differences are large in magnitude and statistically significant. The year-to-year stability level of teacher value-added estimates are typically 25% to more than 50% larger for teachers serving initially higher performing students compared to teachers with initially lower performing students. In addition, some differences are detected even when the number of student observations is artificially set to the same level and the data are pooled across two years to compute teacher value-added. Finally, the paper offers a policy simulation which demonstrates that teachers who face students with certain characteristics may be differentially likely to be the recipient of sanctions in a high stakes policy based on value-added estimates and more likely to see their estimates vary from year-to-year due to low stability. (As Provided).
Anmerkungen	Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/05