The Politics and statistics of value-added modeling for accountability of teacher preparation programs  

Oleh:

Lincove, Jane Arnold ; Osborne, Cynthia ; Dillon, Amanda ; Mills, Nicholas

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 65 no. 01 (Jan. 2014), page 24-38 .
Topik: educational policy; education reform; school/teacher effectiveness; elementary teacher education
Fulltext: The Politics and Statistics of Value-Added Modeling for Accountability.pdf (509.87KB)

Isi artikel

Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring differences across programs is difficult. This study is the first to examine the reliability and usefulness of a value-added model for TPPs developed through a collaborative stakeholder process and mandated by state law for use in accountability. Based on the experience of developing a test-based metric for Texas TPPs, our results suggest that although value-added results are statistically robust, accountability status for individual programs is very sensitive to decisions about accountability criteria, the selection of teachers, and the selection of control variables.

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