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Value-Added for Kindergarten Teachers in Ecuador
In a study a colleague of mine recently sent me, authors of a study recently released in The Quarterly Journal of Economics and titled “Teacher Quality and Learning Outcomes in Kindergarten,” (nearly...
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Another Study about Bias in Teachers’ Observational Scores
Following-up on two prior posts about potential bias in teachers’ observations (see prior posts here and here), another research study was recently released evidencing, again, that the evaluation...
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Difficulties When Combining Multiple Teacher Evaluation Measures
A new study about multiple “Approaches for Combining Multiple Measures of Teacher Performance,” with special attention paid to reliability, validity, and policy, was recently published in the American...
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New Article Published on Using Value-Added Data to Evaluate Teacher Education...
A former colleague, a current PhD student, and I just had an article released about using value-added data to (or rather not to) evaluate teacher education/preparation, higher education programs. The...
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The Tripod Student Survey Instrument: Its Factor Structure and Value-Added...
The Tripod student perception survey instrument is a “research-based” instrument increasingly being used by states to add to state’s teacher evaluation systems as based on “multiple measures.” While...
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Observational Systems: Correlations with Value-Added and Bias
A colleague recently sent me a report released in November of 2016 by the Institute of Education Sciences (IES) division of the U.S. Department of Education that should be of interest to blog...
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The “Widget Effect” Report Revisited
You might recall that in 2009, The New Teacher Project published a highly influential “Widget Effect” report in which researchers (see citation below) evidenced that 99% of teachers (whose teacher...
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The More Weight VAMs Carry, the More Teacher Effects (Will Appear to) Vary
Matthew A. Kraft — an Assistant Professor of Education & Economics at Brown University and co-author of an article published in Educational Researcher on “Revisiting The Widget Effect” (here), and...
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New Evidence that Developmental (and Formative) Approaches to Teacher...
Susan Moore Johnson – Professor of Education at Harvard University and author of another important article regarding how value-added models (VAMs) oft-reinforce the walls of “egg-crate” schools (here)...
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Bias in VAMs, According to Validity Expert Michael T. Kane
During the still ongoing, value-added lawsuit in New Mexico (see my most recent update about this case here), I was honored to testify as the expert witness on behalf of the plaintiffs (see, for...
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Identifying Effective Teacher Preparation Programs Using VAMs Does Not Work
“A New Study [does not] Show Why It’s So Hard to Improve Teacher Preparation” Programs (TPPs). More specifically, it shows why using value-added models (VAMs) to evaluate TPPs, and then ideally...
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States’ Teacher Evaluation Systems Moving in the “Right” Direction
Last week, a technical report that one of my current and one of my former doctoral students helped me to research and write, was published by the University of Colorado Boulder’s National Education...
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The Gates Foundation’s Expensive ($335 Million) Teacher Evaluation Reform...
The header of an Education Week article released last week (click here) was that “[t]he Bill & Melinda Gates Foundation’s multi-million-dollar, multi-year effort aimed at making teachers more...
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Can More Teachers Be Covered Using VAMs?
Some researchers continue to explore the potential worth of value-added models (VAMs) for measuring teacher effectiveness. Not that I endorse the perpetual tweaking of this or twisting of that to...
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States’ Math and Reading Performance After the Implementation of School A-F...
It’s been a while! Thanks to the passage of the Every Student Succeeds Act (ESSA; see prior posts about ESSA here, here, and here), the chaos surrounding states’ teacher evaluation systems has...
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