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Initial estimates of teacher value‐added in English primary schools.

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Title: Initial estimates of teacher value‐added in English primary schools.
Authors: Jerrim, John1 (AUTHOR) j.jerrim@ucl.ac.uk, Allen, Rebecca2 (AUTHOR), Carvajal, Maria Palma1 (AUTHOR), Chande, Raj3 (AUTHOR), Coe, Rob4 (AUTHOR), Davey, Calum3 (AUTHOR), Dillon, Shaun3 (AUTHOR), Maud, Claire3 (AUTHOR), Sims, Sam5 (AUTHOR), Ventista, Ourania4 (AUTHOR)
Source: British Educational Research Journal. Dec2025, Vol. 51 Issue 6, p2942-2963. 22p.
Subject Terms: *Primary schools, *Teacher effectiveness, *Education research, *School attendance, *Educational outcomes, Mathematics
Geographic Terms: England
Abstract: A sizeable literature investigating teacher test score value‐added—the extent to which pupils make different rates of progress under different teachers—has emerged in the United States. While there is much interest in estimating teacher value‐added in other countries such as England, progress has been limited by the lack of datasets linking teachers and pupils. We overcome this issue by drawing on internal assessment data from primary schools across two multi‐academy trusts. Our results suggest that a substantial proportion of the progress primary pupils make in reading and mathematics occurs across (rather than within) the teachers to which they are assigned. There is, however, no clear evidence of teacher effects on attendance. Similar results are obtained using different model specifications and approaches. The paper concludes by clearly outlining some of the remaining challenges with estimating teacher value‐added in England's primary schools, and the next steps that should be prioritised in this line of research. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Initial estimates of teacher value‐added in English primary schools.
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Dec2025, Vol. 51 Issue 6, p2942-2963. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22School+attendance%22">School attendance</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Data: A sizeable literature investigating teacher test score value‐added—the extent to which pupils make different rates of progress under different teachers—has emerged in the United States. While there is much interest in estimating teacher value‐added in other countries such as England, progress has been limited by the lack of datasets linking teachers and pupils. We overcome this issue by drawing on internal assessment data from primary schools across two multi‐academy trusts. Our results suggest that a substantial proportion of the progress primary pupils make in reading and mathematics occurs across (rather than within) the teachers to which they are assigned. There is, however, no clear evidence of teacher effects on attendance. Similar results are obtained using different model specifications and approaches. The paper concludes by clearly outlining some of the remaining challenges with estimating teacher value‐added in England's primary schools, and the next steps that should be prioritised in this line of research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Teacher effectiveness
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      – SubjectFull: Education research
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      – SubjectFull: School attendance
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      – SubjectFull: Mathematics
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              Text: Dec2025
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