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.

Recent federal initiatives in education, such as Race to the Top, the Teacher Incentive Fund, and the flexibility policy for the Elementary and Secondary Education Act are designed in part to ensure that disadvantaged students have equal access to effective teaching. The initiatives respond to...

This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences.

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 study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students. Mathematica conducted the studies for the Institute of Education Sciences.

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.