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Direct linkBitler, Marianne; Corcoran, Sean; Domina, Thurston; Penner, Emily – National Bureau of Economic Research, 2019
Estimates of teacher "value-added" suggest teachers vary substantially in their ability to promote student learning. Prompted by this finding, many states and school districts have adopted value-added measures as indicators of teacher job performance. In this paper, we conduct a new test of the validity of value-added models. Using…
Descriptors: Teacher Effectiveness, Academic Achievement, Value Added Models, Validity
Download full textBruno, Paul; Rabovsky, Sarah; Strunk, Katharine – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2019
Novice teachers' professional contexts may have important implications for their effectiveness, development, and retention. However, descriptions of these contexts suffer from data limitations, resulting in unidimensional or vague characterizations. Using 10 years of administrative data from the Los Angeles Unified School District, we describe…
Descriptors: Beginning Teachers, Teacher Distribution, Teacher Effectiveness, Teaching Load
Peer reviewedFord, Timothy G.; Van Sickle, Mary Elizabeth; Clark, Lynn V.; Fazio-Brunson, Michelle; Schween, Dorothy C. – Educational Policy, 2017
Currently, a significant number of states are in the process of implementing a high-stakes teacher evaluation (HSTE) system. In many ways, Louisiana's teacher evaluation system, "Compass," is typical of the models that many states have adopted. This article reports the experiences of 37 elementary teachers from five districts across…
Descriptors: Self Efficacy, Teacher Attitudes, Teacher Motivation, Longitudinal Studies
