This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using formulas based on ordinary least squares and empirical Bayes estimators, error rates for comparing a...

This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using formulas based on ordinary least squares and empirical Bayes estimators, error rates for comparing a...

This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using a realistic performance measurement system scheme based on hypothesis testing, the authors develop error...

This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and...

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.

At the request of Pittsburgh Public Schools and the Pittsburgh Federation of Teachers, Mathematica has developed value-added models that aim to estimate the contributions of individual teachers and schools to the achievement of their students.

This working paper examines how value-added models of performance measurement used in education can apply to health care when measuring and rewarding physician performance, particularly in the Medicare system. The paper finds that value-added models used to measure teacher effects on student...

This working paper helps to address the issue of isolating the effect of each teacher on student achievement when the student is taught the same subject by more than one teacher. This paper considers and compares three methods—Partial Credit Method, Teacher Team Method, and Full Roster...

This working paper illustrates—theoretically and through simulations—that the Rothstein falsification test is not definitive in indicating bias in value-added model estimates of current teacher contributions to student learning.