Showing 1 - 10 of 12
This report describes the value-added models (VAMs) created for the Pittsburgh Public Schools and the Pittsburgh Federation of Teachers. Pittsburgh's VAMs use not only state assessments but also course-specific assessments, student attendance, and course completion rates, aiming to produce...
Persistent link: https://www.econbiz.de/10010924009
education finance model used by several states and the federal government. Under this model, aid levels are based primarily on … contain special education costs while maintaining quality programs. …
Persistent link: https://www.econbiz.de/10010924445
Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that …
Persistent link: https://www.econbiz.de/10010924655
This report describes the development of value-added models for estimating the contributions of Pennsylvania teachers and principals toward the achievement growth of their students. Estimates were obtained during the first phase of a multiyear pilot to develop new evaluation systems for teachers...
Persistent link: https://www.econbiz.de/10010924707
Using data on elementary and middle school math and reading outcomes for Pennsylvania students, this working paper found that school value-added provides little useful information for comparing the general leadership skills of different principals when these comparisons include some principals...
Persistent link: https://www.econbiz.de/10010924971
This report summarizes research findings and implementation practices for teacher and principal value-added models (VAM) as a first step in the Team Pennsylvania Foundation’s pilot project to inform the development of a full, statewide model evaluation system. The report selected 21 empirical...
Persistent link: https://www.econbiz.de/10010925069
Persistent link: https://www.econbiz.de/10010925147
This working paper examines the sensitivity and precision of teacher value-added model (VAM) estimates obtained under model specifications that differ based on whether they include student-level background characteristics, peer-level background characteristics, and/or a double-lagged achievement...
Persistent link: https://www.econbiz.de/10010925340
Persistent link: https://www.econbiz.de/10010609284
Teacher value-added models (VAMs) must isolate teachers’ contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model.
Persistent link: https://www.econbiz.de/10011144736