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.

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...

This study examines the accuracy of performance ratings from the Framework for Leadership (FFL), Pennsylvania’s tool for evaluating the leadership practices of principals and assistant principals.

Mathematica provided technical assistance in developing and estimating VAMs for use in Phase 1 of the pilot.

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...

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...

The federal Parent Loans for Undergraduate Students (PLUS) program provides loans to parents of dependent undergraduate students to help pay for education expenses. To bring the standards in line with those used by banks, the U.S. Department of Education tightened the credit standards for PLUS...

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.