How Does a Value-Added Model Compare to the Colorado Growth Model?

Working Paper 22
Publisher: Washington, DC: Mathematica Policy Research
Oct 30, 2013
Elias Walsh and Eric Isenberg
This working paper compares teacher evaluation scores from a typical value-added model with results from the Colorado Growth Model (CGM) and finds that use of the CGM in place of a value-added model depresses the evaluation scores for teachers with more English language learner students and increases the evaluation scores for teachers of low-achieving students.

Value-Added Assessment System for DC Schools and Teachers


District of Columbia Public Schools

Time Frame


Senior Staff

Elias Walsh
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