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Researchers Cassie Guarino, Mark Reckase and Jeff Wooldridge from Indiana and Michigan State Universities are Principal Investigators of a study to evaluate and identify how well commonly-used value-added models (VAMs) estimate teacher effectiveness.  The study, which began in May of 2010, was supported by grant No. R305D100028 from the Institute of Education Sciences at the U.S. Department of Education.

The project studies value-added models of teacher effectiveness focusing on (1) the ability of various estimation approaches to recover true effects, (2) the ability to diagnose violations of assumptions underlying the use of particular models and estimators, and (3) the sensitivity of estimates to different contexts and approaches, including test design and scaling.  Each topic is explored using simulated data as well as actual data.

The following link provides a synthesis of our project findings and preliminary recommendations for policy: Findings and Preliminary Recommendations

 

NATIONAL CONFERENCE

A conference entitled Using Student Test Scores to Measure Teacher Performance:  The State of the Art in Research and Practice was held October 10-11, 2013 at the Kellogg Center at Michigan State University. For complete information, presentation slides, videos, and a policy brief, please click on the conference link to the left.

Policy Brief: Highlights of conference on Using Student Test Scores to Measure Teacher Performance

The research papers presented at the conference were collected in a special issue of the Journal of Research on Educational Effectiveness, published in January, 2015.

PUBLICATIONS

The project has published the following peer-reviewed papers:

Guarino, C., Maxfield, M., Reckase, M., Thompson, P., and Wooldridge, J. (2015) An Evaluation of Empirical Bayes’ Estimation of Value-Added Teacher Performance Measures, Journal of Educational and Behavioral Statistics, 40, 190-222.

Guarino, C., Reckase, M., Stacy, B., and Wooldridge, J. (2015) A Comparison of Growth Percentile and Value-Added Models of Teacher Performance, Statistics and Public Policy, 2:1, e1034820, DOI: 10.1080/2330443X.2015.1034820.

Guarino, C., Reckase, M., Stacy, B., and Wooldridge, J. (2015) Evaluating Specification Tests in the Context of Value-Added Models of Teacher Performance, Journal of Research on Educational Effectiveness, 8(1), 35-59.

Guarino, C., Reckase, and Wooldridge, J. (2015) Policy and Research Challenges of Moving toward Best Practices in Using Student Test Scores to Evaluate Teacher Performance, Journal of Research on Educational Effectiveness, 8(1), 1-7.

Guarino, C., Reckase, M., & Wooldridge, J. (2015, Published online November 2014) Can Value-added Measures of Teacher Performance be Trusted? Education Finance and Policy, 10(1), 117-156.

Dieterle, S., Guarino, C., Reckase, M., and Wooldridge, J. (2015, Published online July 2014) How do Principals Assign Students to Teachers? Finding Evidence in Administrative Data and the Implications for Value-Added, Journal of Policy Analysis and Management, 34(1), 32-58.

 

Click below to see additional project working papers:

Does the Precision and Stability of Value-Added Estimates of Teacher Performance Depend on the Types of Students they Serve?

 

Click below to see project policy briefs:

Highlights of conference on Using Student Test Scores to Measure Teacher Performance

Findings and Preliminary Recommendations