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Assessing the potential of using value-added estimates of teacher job performance for making tenure decisions*
Dan Goldhaber,Michael Hansen +1 more
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TLDR
This article explore the potential for using value-added models to estimate performance and inform tenure decisions, and find little evidence that the variation of teacher effects change over teacher careers, but strong evidence that prior year estimates of job performance predict student achievement, even when there is a multi-year lag between the two.Abstract:
Reforming teacher tenure is an idea that appears to be gaining traction with the underlying assumption being that one can infer to a reasonable degree how well a teacher will perform over her career based on estimates of her early-career effectiveness. Here we explore the potential for using value-added models to estimate performance and inform tenure decisions. We find little evidence that the variation of teacher effects change over teacher careers, but strong evidence that prior year estimates of job performance predict student achievement, even when there is a multi-year lag between the two.read more
Citations
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The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Second Edition.
Journal ArticleDOI
The Effect of Evaluation on Teacher Performance
Eric S. Taylor,John H. Tyler +1 more
TL;DR: This paper found that teachers are more productive during the school year when they are being evaluated, but even more productive in the years after evaluation, and that a student taught by a teacher after that teacher has been through the Cincinnati evaluation will score about 10 percent of a standard deviation higher in math than a similar student teacher by the same teacher before the teacher was evaluated.
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The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era
TL;DR: In this paper, the authors describe and analyze the components, processes, and consequences embedded in new teacher evaluation policies in all fifty states, the twenty-five largest school districts, and Washington, DC.
Posted Content
Evaluating Teachers: The Important Role of Value-Added
TL;DR: This article clarified four areas of confusion about value-added methodology and its role in teacher evaluation: use of value added information, consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective, reliability of valueadded measures of teacher performance and standards for evaluations in other fields.
Journal ArticleDOI
Using Performance on the Job to Inform Teacher Tenure Decisions
Dan Goldhaber,Michael Hansen +1 more
TL;DR: The notion that some high stakes need to be attached to direct measures of teachers' class-room performance as a control for quality in the work force is gaining traction in public education.
References
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Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique. Working Paper 2009-01.
Cory Koedel,Julian R. Betts +1 more
TL;DR: This article showed that a sufficiently complex value-added model that evaluates teachers over multiple years reduces the sorting bias problem to statistical insignificance and showed that data from the first year or two of classroom teaching for novice teachers may be insufficient to make reliable judgments about quality.
Posted Content
Value-Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation. NBER Working Paper No. 14778.
Cory Koedel,Julian R. Betts +1 more
TL;DR: In this paper, the sensitivity of value-added to test-score-ceiling effects was studied and it was shown that teachers' value added estimates are only negligibly influenced by ceiling effects, however, as ceiling conditions approach those found in minimum-competency testing environments, value added results are significantly altered.