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Download full textSchulte, Ann C.; Stevens, Joseph J.; Nese, Joseph F. T.; Yel, Nedim; Tindal, Gerald; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2018
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Nese, Joseph F. T.; Stevens, Joseph J.; Schulte, Ann C.; Tindal, Gerald; Yel, Nedim; Anderson, Daniel; Matta, Tyler; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2018
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Stevens, Joseph J.; Nese, Joseph F. T.; Schulte, Ann C.; Tindal, Gerald; Yel, Nedim; Anderson, Daniel; Matta, Tyler; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2017
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Schulte, Ann C.; Nese, Joseph F. T.; Stevens, Joseph J.; Yel, Nedim; Tindal, Gerald; Anderson, Daniel; Elliott, Stephen N. – National Center on Assessment and Accountability for Special Education, 2017
This technical report is one of a series of four technical reports that describe the results of a study comparing eight alternative models for estimating school academic achievement using data from the Arizona, North Carolina, Oregon, and Pennsylvania accountability systems. The purpose of these reports was to evaluate a broad range of models…
Descriptors: School Effectiveness, Models, Computation, Comparative Analysis
Peer reviewed
Direct linkPerry, Thomas – British Educational Research Journal, 2016
Value-added "Progress" measures are to be introduced for all English schools in 2016 as "headline" measures of school performance. This move comes despite research highlighting high levels of instability in value-added measures and concerns about the omission of contextual variables in the planned measure. This article studies…
Descriptors: Foreign Countries, Value Added Models, School Effectiveness, Performance Based Assessment
Shanley, Lina – Educational Researcher, 2016
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…
Descriptors: Mathematics Achievement, Achievement Gains, Longitudinal Studies, Academic Achievement
Walsh, Elias; Lipscomb, Stephen – Mathematica Policy Research, Inc., 2013
This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education. Principals evaluated the teaching practices of teachers using The Framework for Teaching, a rubric that includes 22 components grouped into four broad teaching practice domains: (1) planning and preparation,…
Descriptors: Teacher Evaluation, Scores, Scoring Rubrics, Value Added Models
