This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together spanning Grades 3 to 8…

Ratings are present in many areas of assessment including peer review of research proposals and journal articles, teacher observations, university admissions and selection of new hires. One feature present in any rating process with multiple raters is that different raters often assign different scores to the same assessee, with the potential for…

Changes in the nature of higher education are leading towards increased interest in the assessment of student learning. This study considers an attempt to apply value-added models for the purposes of comparing student learning across institutions, taking care to discuss special considerations inherent to the application of these models to higher…

This article uses empirical data to consider the consequences of particular characteristics of instruction and testing in high school for the modeling and estimation of value-added measures of school or teacher effectiveness. Unlike Mathematics and Reading for most elementary and middle school grades, there is a lack of annual testing of students…

Although states and school districts have begun to evaluate school principals, there is little evidence on the validity of principal evaluation measures. To fill this gap, we examined Pennsylvania's Framework for Leadership (FFL), a tool for measuring and evaluating principals' professional practices. Using data on more than 300 principals, we…

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly…

We use longitudinal data from Washington State to provide estimates of the extent to which performance on the edTPA, a performance-based, subject-specific assessment of teacher candidates, is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness. While edTPA scores are highly…

Value-added models are a class of growth models used in education to assign responsibility for student growth to teachers or schools. For value-added models to be used fairly, sufficient statistical precision is necessary for accurate teacher classification. Previous research indicated precision below practical limits. An alternative approach has…

This study examines learning gains of college students' performance in critical thinking, reading, writing, and mathematics as assessed by the ETS Proficiency Profile (EPP). In this study, students' college learning gain was estimated by calculating the score differences between their first and last test administrations. Results revealed that (a)…

This is the first book to gather and address what we have learned about the impacts and challenges of data-intensive teacher evaluation systems--a defining characteristic of the current education policy landscape. Expert researchers and practitioners speak to what we know (and what remains to be known) about evaluation measures themselves, the…

The purpose of the "Accelerating Student Progress: Increasing Results and Expectations" (ASPIRE) Award Survey was to gain insight regarding the level of knowledge and perceptions of Houston Independent School District (HISD) teachers and staff after nine years of implementation of growth-based performance pay in HISD, as well as their…

Although teacher quality is usually signalled to be the most relevant school-level factor impacting students' learning, little is known about the relevance of teacher effects explaining educational inequality. By using a value-added model for a cohort of 10th graders, in this work we examine the socioeconomic gap in teacher effects across Chilean…

Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from…

Measures of school-level growth in student outcomes are common tools used to assess the impacts of schools. The vast majority of these measures are based on standardized tests, even though emerging evidence demonstrates the importance of social-emotional skills (SEL). This paper uses the first large-scale panel surveys of students on SEL to…

In this study, we compare the teacher quality distributions in charter schools and traditional public schools, and examine mechanisms that might explain cross-sector differences in teacher effectiveness as measured by teacher value-added scores using school and teacher level data from Florida. We have three main findings. First, we find that…