2021-06-17T11:13:44Z Copyright (c) 2021, The RAND Corporation RAND Corporation https://www.rand.org/topics/value-added-modeling-in-education.html Sy Doan; Jonathan Schweig; Kata Mihaly https://www.rand.org/pubs/external_publications/EP68516.html 2021-02-17T09:00:00Z 2021-02-17T09:00:00Z

We estimate the consistency of composite ratings of teacher quality from New Mexico's teacher evaluation system from 2015 to 2016.

Gerald P. Hunter; Stephanie Williamson; Asa Wilks; Janet M. Hanley; Brian M. Stecher https://www.rand.org/pubs/research_reports/RR2917.html 2020-03-05T05:45:00Z 2020-03-05T05:45:00Z

The Intensive Partnerships for Effective Teaching initiative was a multiyear effort to improve student outcomes by increasing access to effective teaching. The authors discuss challenges in measuring effectiveness and how the team addressed them.

Isaac M. Opper https://www.rand.org/pubs/research_reports/RR4312z1.html 2019-12-04T07:00:00Z 2019-12-04T07:00:00Z

The author discusses the use of value-added models (VAMs) to estimate teacher contribution to student progress, account for students' prior characteristics, and enable relative judgments, as well as the limitations of VAMs.

Andrew McEachin; Jonathan Schweig; Rachel Perera; Isaac M. Opper https://www.rand.org/pubs/research_briefs/RB10033.html 2018-11-07T05:45:00Z 2018-11-07T05:45:00Z

RAND researchers assessed whether the TNTP Core Teaching Rubric produces scores that are representative of teachers' overall instructional practices and whether raters' content expertise influences scores on TNTP Core.

Andrew McEachin; Jonathan Schweig; Rachel Perera; Isaac M. Opper https://www.rand.org/pubs/research_reports/RR2623.html 2018-11-07T05:45:00Z 2018-11-07T05:45:00Z

RAND researchers assess whether the TNTP Core Teaching Rubric produces scores that are representative of teachers' overall instructional practices and whether raters' content expertise influences scores on TNTP Core.

Kun Yuan https://www.rand.org/pubs/external_publications/EP50675.html 2015-04-24T11:30:00Z 2015-04-24T11:30:00Z

This study examined the existence, magnitude, and impact of teacher spillover effects (TSEs) across teachers of four subject areas in student achievement in each of the four subjects at the middle school level.

Gema Zamarro; John Engberg; Juan Esteban Saavedra; Jennifer L. Steele https://www.rand.org/pubs/external_publications/EP50576.html 2015-01-19T11:38:00Z 2015-01-19T11:38:00Z

Measuring disadvantaged students' access to effective teachers requires examining the relationship between teachers' value-added estimates and the characteristics of their students. Research simulations investigate this relationship and may also help inform analysts' choices for the appropriate value-added models.

Jesse M. Cunha; Trey Miller https://www.rand.org/pubs/external_publications/EP66139.html 2014-08-25T03:15:00Z 2014-08-25T03:15:00Z

This paper develops a general methodology for measuring the value added of institutions of higher education using commonly available administrative data.

Jesse M. Cunha; Trey Miller https://www.rand.org/pubs/external_publications/EP51285.html 2013-02-25T07:00:00Z 2013-02-25T07:00:00Z

An rapidly developing outcomes-based culture among policymakers in the higher education sector recognizes the need for measures of value-added to capture the effect of institutions on their students—and the power these measures can have in incentivizing better performance.

RAND Corporation https://www.rand.org/blog/2012/10/how-should-we-measure-teacher-effectiveness.html 2012-10-03T09:00:00Z 2012-10-03T09:00:00Z

Some of the most urgent and contentious debates taking hold in states and school districts around the country revolve around the question of how to accurately measure a teacher's effectiveness. A new RAND Education website provides objective, nonpartisan insights that can help inform the discussion.

RAND Corporation https://www.rand.org/education-and-labor/projects/measuring-teacher-effectiveness.html 2012-09-30T21:00:00Z 2012-09-30T21:00:00Z

Research suggests that, among school-related factors, teachers matter most to students' academic performance. What's less clear is how to measure an individual teacher's effectiveness. RAND's reports, fact sheets, blog posts, and research briefs provide clarity on this important issue.

RAND Corporation https://www.rand.org/education-and-labor/projects/measuring-teacher-effectiveness/value-added-modeling.html 2012-09-30T21:00:00Z 2012-09-30T21:00:00Z

Value-added models, or VAMs, attempt to measure a teacher's impact on student achievement apart from other factors, such as individual ability, family environment, past schooling, and the influence of peers.

Courtney A. Bell; Drew H. Gitomer; Daniel F. McCaffrey; Bridget K. Hamre; Robert C. Pianta; Yi Qi https://www.rand.org/pubs/external_publications/EP51068.html 2012-04-01T09:00:00Z 2012-04-01T09:00:00Z

This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions.

Bing Han; Siddhartha Dalal; Daniel F. McCaffrey https://www.rand.org/pubs/external_publications/EP201200150.html 2012-02-01T09:00:00Z 2012-02-01T09:00:00Z

In this article, we discuss controlling simultaneous errors in classification of teachers or schools by a decision-theoretic approach.

Daniel F. McCaffrey; J. R. Lockwood https://www.rand.org/pubs/reprints/RP1430.html 2011-09-06T08:39:45Z 2011-09-06T08:39:45Z

The extensive numbers of students with incomplete records and the tendency for those students to be lower-achieving presents a challenge for stakeholders attempting to develop or use value-added models in education.

Louis T. Mariano; Daniel F. McCaffrey; J. R. Lockwood https://www.rand.org/pubs/external_publications/EP20110024.html 2011-01-05T21:00:00Z 2011-01-05T21:00:00Z

The authors developed a "generalized persistence" (GP) model, a Bayesian multivariate model for estimating teacher effects that accommodates longitudinal data that are not vertically scaled by allowing less than perfect correlation of a teacher's effects across test administrations.

Jennifer L. Steele; Laura S. Hamilton; Brian M. Stecher https://www.rand.org/pubs/technical_reports/TR917.html 2010-11-19T06:59:00Z 2010-11-19T06:59:00Z

The authors analyze the systems of three districts and two states that have begun or are planning to incorporate measures of student performance into teacher evaluations.

RAND Corporation https://www.rand.org/news/announcements/2010/08/26.html 2010-08-26T14:20:00Z 2010-08-26T14:20:00Z

The Los Angeles Times has published a series of articles and developed a database that include value-added statistical estimates of the effectiveness of individual teachers in the Los Angeles Unified School District based on analyses of student test scores. Although the Times has sought to be clear on this point, some readers of the coverage have inferred that the RAND Corporation did these analyses. That inference is wrong; RAND was not involved in the Times' analysis or reporting.

Douglas N. Harris; Daniel F. McCaffrey https://www.rand.org/pubs/external_publications/EP201000208.html 2010-01-01T09:00:00Z 2010-01-01T09:00:00Z

Addresses complex issues related to teacher assessment and teacher quality.

Daniel F. McCaffrey; Tim R. Sass; J. R. Lockwood; Kata Mihaly https://www.rand.org/pubs/external_publications/EP20090011.html 2009-08-31T21:00:00Z 2009-08-31T21:00:00Z

This article studies the year-to-year variability in value-added measures for elementary and middle school mathematics teachers from five large Florida school districts.