Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results. Final Report

Autor/inn/en	Lipscomb, Stephen; Gill, Brian; Booker, Kevin; Johnson, Matthew
Institution	Mathematica Policy Research, Inc.
Titel	Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results. Final Report
Quelle	(2010), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; School Effectiveness; Value Added Models; Public Schools; Urban Schools; Computation; Academic Achievement; Curriculum Based Assessment; Reading Tests; Attendance; Educational Attainment; Aptitude Tests; High Schools; Elementary Secondary Education; Pennsylvania (Pittsburgh); Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Lesetest; Anwesenheit; Bildungsabschluss; Bildungsgut; Aptitude test; Eignungsprüfung; Eignungstest; High school; Oberschule
Abstract	At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica is developing value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The analyses described in this report are intended as an early step in a multi-year project that aims to produce fair, valid, reliable, and robust estimates of the contributions of individual teachers and schools in Pittsburgh to the achievement growth of their students, ultimately including as many grades, subjects, schools, and teachers as possible. In addition to scores on the Pennsylvania System of School Assessment (PSSA), this report also applies VAMs to Pittsburgh's own curriculum-based assessments (CBAs) in various subjects and courses in grades 6-10; to PSAT assessments conducted in grades 10 and 11; and to Scholastic Reading Inventory (SRI) assessments in grades 6 to 10. Composite value-added measures that incorporate results for each of the assessment outcomes relevant to each school were also created. In addition, school-level VAMs are estimated for the non-test outcomes of student attendance and credit accumulation. This report describes the methods for measuring teacher and school effectiveness using those student outcomes and the findings from the authors' analyses to date. It describes in general terms the distribution of value-added estimates for teachers and schools across the district. The findings in this report reinforce the findings of the August report (Lipscomb, Gill, and Booker, 2010) that "VAM estimates can provide meaningful information about teacher and school performance in Pittsburgh--and they confirm that VAMs can be usefully applied not only to state accountability tests and nationally normed assessments, but also to locally developed assessments and to non-test measures of student outcomes such as attendance and credit accumulation." An appendix contains supplementary tables and figures. (ERIC).
Anmerkungen	Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01