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What Do We Know about Using Value-Added to Compare Teachers Who Work in Different Schools? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 10

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Title: What Do We Know about Using Value-Added to Compare Teachers Who Work in Different Schools? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 10
Language: English
Authors: Raudenbush, Stephen, Carnegie Foundation for the Advancement of Teaching
Source: Carnegie Foundation for the Advancement of Teaching. 2013.
Availability: Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
Peer Reviewed: N
Page Count: 15
Publication Date: 2013
Sponsoring Agency: Institute of Education Sciences (ED)
Document Type: Reports - Evaluative
Descriptors: Educational Research, Achievement Gains, Teacher Effectiveness, Comparative Analysis, Scores, Statistical Bias, Statistical Studies, Measures (Individuals), Error of Measurement, Accuracy, Goodness of Fit, Institutional Characteristics, Student Characteristics, Evaluation Problems, School Effectiveness, Teacher Evaluation, Individual Differences, Evidence, Evaluation Methods, Academic Achievement
Abstract: This brief considers the problem of using value-added scores to compare teachers who work in different schools. The author focuses on whether such comparisons can be regarded as fair, or, in statistical language, "unbiased." An unbiased measure does not systematically favor teachers because of the backgrounds of the students they are assigned to teach, nor does it favor teachers working in resource-rich classrooms or schools. A key caveat: A measure that is unbiased does not mean the measure is accurate. An unbiased measure could be imprecise--thus inaccurate--if, for example, it is based on a small sample of students or on a test with too few items. This brief focuses strictly on the bias that may arise when comparing the value-added scores of teachers who work in different schools. Raudenbush and Willms' linear model is appended.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2015
Accession Number: ED560129
Database: ERIC
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  Data: Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
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  Data: This brief considers the problem of using value-added scores to compare teachers who work in different schools. The author focuses on whether such comparisons can be regarded as fair, or, in statistical language, "unbiased." An unbiased measure does not systematically favor teachers because of the backgrounds of the students they are assigned to teach, nor does it favor teachers working in resource-rich classrooms or schools. A key caveat: A measure that is unbiased does not mean the measure is accurate. An unbiased measure could be imprecise--thus inaccurate--if, for example, it is based on a small sample of students or on a test with too few items. This brief focuses strictly on the bias that may arise when comparing the value-added scores of teachers who work in different schools. Raudenbush and Willms' linear model is appended.
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      – SubjectFull: Achievement Gains
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      – TitleFull: What Do We Know about Using Value-Added to Compare Teachers Who Work in Different Schools? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 10
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