This report describes the design of a value-added model to measure school and teacher performance in the District of Columbia Public Schools. It presents the main features of the method in nontechnical terms, data used, and technical details of the statistical methods.

This report presents the value-added models used to measure school and teacher effectiveness in the District of Columbia Public Schools in the 2010–2011 school year.

We outline the options available to policymakers for addressing co-teaching in a value-added model. Building on earlier work, we propose an improvement to a method of accounting for co-teaching that treats co-teachers as teams, with each teacher receiving equal credit for co-taught students.

This working paper compares teacher evaluation scores from a typical value-added model with results from the Colorado Growth Model (CGM) and finds that use of the CGM in place of a value-added model depresses the evaluation scores for teachers with more English language learner students and...

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...