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...

In this report, we describe the value-added model used as part of the state of Oklahoma’s Teacher and Leader Effectiveness Evaluation System. We estimated measures of teacher and school effectiveness based on instruction provided in the 2013–2014 school year.

Helping students formulate career goals and prepare for successful careers continues to be an important educational objective pursued by many high schools. This report examines the challenges faced by a recent cohort of high school students as they sought to define and achieve their goals, the...

This paper investigates the extent to which variables describing the classroom behavior of teachers and variables describing teachers' backgrounds and training explain differences in the effectiveness of teachers in improving the vocabulary skills of inner-city black children in four elementary...

Some educators are concerned that students with test scores at the bottom or top of the test score distribution will negatively affect the value-added estimates of teachers of those students.

Examines work-based learning activities in high school, noting that a diverse mix of students—including both high- and low-achievers—participates in some work-based activity. However, females are more likely to do so than males. Also notes that internships arranged through school...

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...