Value-added estimates of teacher or school quality are increasingly used for both high-and
low-stakes accountability purposes, making understanding of their limitations critical. A …

Over the past 2 years, educational policy makers have focused much of their attention on
issues related to teacher effectiveness. The Obama administration has made teacher …

This report discusses the most relevant issues concerning using student test results in
OECD countries. Initially the report provides an overview of how student test results are …

Increasingly, states and districts are combining student growth measures with rigorous,
rubric-aligned teacher observations in constructing teacher evaluation measures. Although …

Around the world we hear considerable talk about creating world-class schools. Usually the
term refers to schools whose students get very high scores on the international comparisons …

Since passage of the of No Child Left Behind Act in 2001, academic researchers,
econometricians, and statisticians have been exploring various analytical methods of …

One of the most consistent findings in the literature on teacher quality is that teachers
improve with experience, especially in the first several years. This study extends this …

It is well established that teacher quality makes a difference in student learning. Since the
implementation of No Child Left Behind in 2002, staffing every classroom with a high-quality …

Most attention in large-scale assessments on educational progress and outcomes
addresses cognitive measures of student proficiency. In part, this focus is due to the …

Value-added models (VAMs) are used to measure changes in student achievement on large-
scaled standardized test scores from year to year. When aggregated, VAM estimates are …