Value-added assessment methods have been criticized by researchers and policy makers for a number of reasons. One issue includes the sensitivity of model results across different outcome measures. This study examined the utility of incorporating multivariate latent variable approaches within a traditional value-added framework. We evaluated the…

Accurately measuring and modeling academic achievement growth is critical to support educational policy and practice. Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and…

This study examines the effects of including the summer period on value-added assessments (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer period, depending on the outcome (i.e., reading or math achievement gains). Furthermore, when summer is…