This paper clarifies four areas of confusion about value-added methodology and its role in teacher evaluation: (1) use of value-added information; (2) consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective; (3) reliability of...

In an influential paper, Jesse Rothstein (2010) shows that standard value-added models (VAMs) suggest implausible and large future teacher effects on past student achievement. This is the basis of a falsification test that appears to indicate bias in typical VAM estimates of teacher...

This report addresses the comparison of teacher evaluation systems and proposes ways to achieve a uniform standard for dispensing funds to districts to recognize exceptional teachers without imposing a uniform evaluation system on those districts. The report provides practical procedures to...

This paper examines the mobility of early-career teachers of varying quality—measured using value-added methods—and focuses on the variation in these effects across the effectiveness distribution. On average, more effective teachers remain in the profession and stay in their...