Teacher Value-Added at the High-School Level: Different Models, Different Answers?

Autor/inn/en	Goldhaber, Dan D.; Goldschmidt, Pete; Tseng, Fannie
Titel	Teacher Value-Added at the High-School Level: Different Models, Different Answers?
Quelle	In: Educational Evaluation and Policy Analysis, 35 (2013) 2, S.220-236 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373712466938
Schlagwörter	Achievement Gains; High Schools; Academic Achievement; Teacher Effectiveness; Pretests Posttests; Effect Size; Teacher Evaluation; Data Analysis; Evidence; Student Records; Policy Analysis; Evaluation Methods; Robustness (Statistics); Teaching Styles; Achievement Rating; Teacher Characteristics; Private Schools; Public Schools; State Standards; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; High school; Oberschule; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Auswertung; Evidenz; Schülerakte; Politikfeldanalyse; Widerstandsfähigkeit; Lehrstil; Unterrichtsstil; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Private school; Privatschule; Public school; Öffentliche Schule
Abstract	This article reports on findings based on analyses of a unique dataset collected by ACT that includes information on student achievement in a variety of subjects at the high-school level. The authors examine the relationship between teacher effect estimates derived from value-added model (VAM) specifications employing different student learning assumptions. Specifically, they compare teacher effectiveness estimates derived from a traditional lagged score VAM using pretests and posttests in a single subject area to those derived from VAM specifications employing a cross-subject student fixed-effects approach. The latter approach offers advantages for teacher evaluation systems due to significantly reduced data requirements; however, there is evidence that both the estimated effect size of teacher quality as well as estimates of individual teacher performance vary depending on the VAM methodology. In particular, teacher effects identified based on within-student cross-subject variation results in significantly smaller effect size estimates than do those generated from a more traditional lagged score model. The correlation across model specification ranges from 0.25 to 0.96 depending on the subject area. (Contains 35 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10