The Common Core Conundrum: To What Extent Should We Worry That Changes to Assessments and Standards Will Affect Test-Based Measures of Teacher Performance? Working Paper 152

Autor/inn/en	Backes, Ben; Cowan, James; Goldhaber, Dan; Koedel, Cory; Miller, Luke; Xu, Zeyu
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Common Core Conundrum: To What Extent Should We Worry That Changes to Assessments and Standards Will Affect Test-Based Measures of Teacher Performance? Working Paper 152
Quelle	(2016), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Goldhaber, Dan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Common Core State Standards; Value Added Models; Teacher Effectiveness; Predictive Validity; Academic Achievement; Mathematics Achievement; Reading Achievement; Teacher Evaluation; Educational Assessment; Standardized Tests; Curriculum; Educational Change; Kentucky; Massachusetts; New York (New York); North Carolina; Washington; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Teacher appraisal; Lehrerbeurteilung; Education; assessment; Bewertungssystem; Standadised tests; Standardisierter Test; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Master-Studiengang
Abstract	Using administrative longitudinal data from five states, we study how value-added measures of teacher performance are affected by changes in state standards and assessments. We first document the stability of teachers' value-added rankings during transitions to new standard and assessment regimes and compare our findings to stability during stable standard and assessment regimes. We also examine the predictive validity of value-added estimates during nontransition years over transition-year student achievement. In most cases we find that measures of teacher value added are similarly stable in transition years and nontransition years. Moreover, there is no evidence that the level of disadvantage of students taught disproportionately influences teacher rankings in transition years relative to stable years. In the states we study, student achievement in math can consistently be forecasted accurately--although not perfectly--using value-added estimates for teachers during stable standards and assessment regimes. There was somewhat less consistency in reading, because we find cases where test transitions significantly reduced forecasting accuracy. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01