We assess how states and school districts might incorporate information about co-teaching of students into value-added models of teacher effectiveness. Co-teaching occurs when a student is taught the same subject by multiple teachers; this can be widespread. We examine three methods that could be used...
Related Publications for Value-Added Assessment System for DC Schools and Teachers
Methods for Accounting for Co-Teaching in Value-Added Models (Journal Article)Jan 30, 2017
Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels (Journal Article)May 04, 2016
This article investigates how shrinkage affects the value-added estimates of teachers of hard-to-predict students.
Measuring Teacher Value Added in DC, 2013-2014 School YearAug 28, 2014
In this report, we document our approach to estimating a value-added model of teacher effectiveness in the District of Columbia Public Schools and eligible DC charter schools participating in Race to the Top during the 2013–2014 school year.
Measuring Teacher Value Added in DC, 2012-2013 School YearJan 17, 2014
This report updates the approach to estimating value-added models of teacher effectiveness in the District of Columbia Public Schools (DCPS) and eligible DC charter schools participating in Race to the Top during the 2012–2013 school year.
Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added ModelsOct 30, 2013
This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and show that...
Elementary School Data Issues: Implications for Research Using Value-Added ModelsOct 30, 2013
This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data. Due to the departmentalization of instruction in math and reading/English language...
How Does a Value-Added Model Compare to the Colorado Growth Model?Oct 30, 2013
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...
Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement LevelsApr 12, 2013
This working paper investigates how empirical Bayes shrinkage, an approach commonly used in implementing teacher accountability systems, affects the value-added estimates of teachers of students with hard-to-predict achievement levels, such as students who have low prior achievement and receive free...
Does Tracking of Students Bias Value-Added Estimates for Teachers?Mar 30, 2013
This working paper uses urban school district data to investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks.
Measuring School and Teacher Value Added in DC, 2011-2012 School YearAug 31, 2012
In this report, we describe the value-added models used as part of teacher evaluation systems in the District of Columbia Public Schools (DCPS) and in eligible DC charter schools participating in Race to the Top.
Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School YearMay 13, 2011
This report presents the value-added models used to measure school and teacher effectiveness in the District of Columbia Public Schools in the 2010–2011 school year.
Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public SchoolsAug 20, 2010
This report describes the design of a value-added model to measure school and teacher performance in the District of Columbia Public Schools. It presents the main features of the method in nontechnical terms, data used, and technical details of the statistical methods.