Value-Added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-Added Scores

Autor/inn/en	Kersting, Nicole B.; Chen, Mei-kuang; Stigler, James W.
Titel	Value-Added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-Added Scores
Quelle	In: Education Policy Analysis Archives, 21 (2013) 7, (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Effectiveness; Teacher Competencies; Accountability; Teacher Evaluation; Evaluation Methods; Teaching Skills; Student Characteristics; Prior Learning; Sampling; School Districts; Mathematics Teachers; Environmental Influences; Urban Schools; Mathematics Achievement; Standardized Tests; Elementary Schools; Racial Differences; Special Education; Socioeconomic Status; Scores; Cohort Analysis; California + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Vorkenntnisse; School district; Schulbezirk; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Environmental influence; Umwelteinfluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Elementary school; Grundschule; Volksschule; Rassenunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Socio-economic status; Sozioökonomischer Status; Kohortenanalyse; Kalifornien
Abstract	If teacher value-added estimates (VAEs) are to be used as indicators of individual teacher performance in teacher evaluation and accountability systems, it is important to understand how much VAEs are affected by the data and model specifications used to estimate them. In this study we explored the effects of three conditions on the stability of VAEs and evaluated their relative impact. We varied how we accounted for differences among students in their prior learning; whether we estimated VAEs from single or multiple cohorts of students; and the number of students contributing to the VAE for each teacher. Using data from one of the largest school districts in the nation, we created a single, complete data set and used it to estimate several sets of VAEs for each of the 3,651 5th grade mathematics teachers. We found that approximately two thirds of teachers' were stable in that they remained in the same performance group across all conditions. We also found that differences in number of students used for VAEs accounted for up to one third of teacher reclassifications into different performance groups; single versus multiple cohort models accounted for about one fifth; and different methods for controlling for student prior learning accounted for about one sixth (16%) of teacher reclassifications. We relate our findings to characteristics of our data and discuss implications for educational policy. (Contains 7 tables and 5 figures.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10