Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables

Teacher value-added models (VAMs) must isolate teachers' contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model. We examine the sensitivity of teacher value-added est...

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Veröffentlicht in:	Journal of research on educational effectiveness 2015-01, Vol.8 (1), p.60-83
Hauptverfasser:	Johnson, Matthew T., Lipscomb, Stephen, Gill, Brian
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Computation Correlation Decision making models Demography Disadvantaged Youth education Education policy Equations (Mathematics) Estimating techniques Florida Grade 5 Grade 8 Illinois Mathematics Achievement Outcome Measures Peer Influence Pennsylvania Policy making Reading Achievement School Districts Scores Sensitivity Student Characteristics Teacher Effectiveness Teacher Evaluation Teacher Influence Teachers United States (North) Value Added Models
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