Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts

Xiaoxia A. Newton; Linda Darling-Hammond; Edward Haertel; Ewart Thomas

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Related Articles Baker, E.L., Barton, P.E., Darling-Hammond, L., Haertel, E., Ladd, H.F., Linn, R.L., Ravitch, D., Rothstein, R., Shavelson, R.J., & Shepard L. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute. Accessible at http://epi.3cdn.net/b9667271ee6c154195_t9m6iij8k.pdf

Corcoran, S. P. (2010). Can teachers be evaluated by their students’ test scores? Should they be? The use of value-added measures of teacher effectiveness in policy and practice. Providence, Rhode Island: Annenberg Institute for School Reform at Brown University. Retrieved September 21, 2010, from: http://www.annenberginstitute.org/pdf/valueAddedReport.pdf.

National Research Council and National Academy of Education. (2010). Getting Value Out of Value-Added: Report of a Workshop. Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Educational Accountability, Henry Braun, Naomi Chudowsky, and Judith Koenig, Editors. Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Retrieved September 21, from: http://216.78.200.159/Documents/RandD/Other/Getting%20Value%20out%20of%20Value-Added.pdf.

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About The Authors

Xiaoxia A. Newton
University of California, Berkeley
United States

Assistant professor, Education

Linda Darling-Hammond
Stanford University
United States

Professor, Education

Edward Haertel
Stanford University
United States

Professor, Education

Ewart Thomas
Stanford University

Professor, Psychology

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