The present study contributes to the development of effective measures to evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical "flaw" of several studies by approaching classroom climate as a group-level construct rather than an individual characteristic. Following…

Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I…

Items on test score scales located at and below the Proficient cut score define the content area knowledge and skills required to achieve proficiency. Alternately, examinees who perform at the Proficient level on a test can be expected to be able to demonstrate that they have mastered most of the knowledge and skills represented by the items at…

The purpose of this study is to identify the self-reported research-based instructional and assessment practices used by third through fifth grade teachers among rural school environments in Western Pennsylvania which have attained Adequate Yearly Progress (AYP) pursuant to statewide assessments. Specifically, this study examines the…

Nonrandom assignment of students to teachers can bias value-added estimates of teachers' causal effects. Rothstein (2008, 2010) shows that typical value-added models indicate large counterfactual effects of fifth-grade teachers on students' fourth-grade learning, indicating that classroom assignments are far from random. This article quantifies…