TY - JOUR AU - Balch, Ryan AU - Koedel, Cory PY - 2014/10/20 Y2 - 2024/03/28 TI - Anticipating and Incorporating Stakeholder Feedback when Developing Value-Added Models JF - Education Policy Analysis Archives JA - EPAA VL - 22 IS - 0 SE - DO - 10.14507/epaa.v22.1701 UR - https://epaa.asu.edu/index.php/epaa/article/view/1701 SP - 97 AB - <div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>State and local education agencies across the United States are increasingly adopting rigorous teacher evaluation systems. Most systems formally incorporate teacher performance as measured by student test-score growth, sometimes by state mandate. An important consideration that will influence the long-term persistence and efficacy of these systems is stakeholder buy-in, including buy-in from teachers. In this study we document common questions from teachers about value-added measures and provide research-based responses to these questions. The questions come from teachers in Baltimore City Public Schools, who are evaluated using a combined measure of which value-added is one component. We focus on teacher questions about value-added because value-added generates the most concern from teachers. We also connect teacher concerns about value-added to other components of the evaluation system, such as classroom observations, although at present these other components </span>have not garnered as much attention from teachers. </p></div></div></div> ER -