Citations (41)
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Marianne Bitler, Sean P. Corcoran, Thurston Domina & Emily K. Penner. (2021) Teacher Effects on Student Achievement and Height: A Cautionary Tale. Journal of Research on Educational Effectiveness 14:4, pages 900-924.
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Gary N. Marks. (2021) School socioeconomic-background effects are generally small: a response to Sciffer, Perry, and McConney. British Journal of Sociology of Education 42:5-6, pages 616-626.
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Margarita Pivovarova & Audrey Amrein-Beardsley. (2018) Median Growth Percentiles (MGPs): Assessment of Intertemporal Stability and Correlations with Observational Scores. Educational Assessment 23:2, pages 139-155.
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Michael D. Kurtz. (2018) Value-Added and Student Growth Percentile Models: What Drives Differences in Estimated Classroom Effects?. Statistics and Public Policy 5:1, pages 1-8.
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F. Cugnata, G. Perucca & S. Salini. (2017) Bayesian networks and the assessment of universities' value added. Journal of Applied Statistics 44:10, pages 1785-1806.
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Daniel B. Wright. (2017) Using Graphical Models to Examine Value-Added Models. Statistics and Public Policy 4:1, pages 1-7.
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Heinrich Hock & Eric Isenberg. (2017) Methods for Accounting for Co-Teaching in Value-Added Models. Statistics and Public Policy 4:1, pages 1-11.
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Margarita Pivovarova, Audrey Amrein-Beardsley & Jennifer Broatch. (2016) Value-Added Models (VAMs): Caveat Emptor. Statistics and Public Policy 3:1, pages 1-9.
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Matthew T. Johnson, Stephen Lipscomb & Brian Gill. (2015) Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables. Journal of Research on Educational Effectiveness 8:1, pages 60-83.
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Cassandra Guarino, Mark Reckase, Brian Stacy & Jeffrey Wooldridge. (2015) A Comparison of Student Growth Percentile and Value-Added Models of Teacher Performance. Statistics and Public Policy 2:1, pages 1-11.
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Elias Walsh & Eric Isenberg. (2015) How Does Value Added Compare to Student Growth Percentiles?. Statistics and Public Policy 2:1, pages 1-13.
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David Morganstein & Ron Wasserstein. (2014) ASA Statement on Value-Added Models. Statistics and Public Policy 1:1, pages 108-110.
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Raj Chetty, John Friedman & Jonah Rockoff. (2014) Discussion of the American Statistical Association's Statement (2014) on Using Value-Added Models for Educational Assessment. Statistics and Public Policy 1:1, pages 111-113.
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Articles from other publishers (28)
Eleonora Bertoni, Gregory Elacqua, Carolina Mendez & Humberto Santos. (2023) Teacher Selection Instruments and Teacher Value-Added: Evidence From Peru. Educational Evaluation and Policy Analysis, pages 016237372211494.
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Andrew Bacher-Hicks & Cory Koedel. 2023.
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Zoltán Hermann & Hedvig Horváth. (2022) Tanári eredményesség és tanár–diák összepárosítás az általános iskolákban. Empirikus mintázatok három magyarországi tankerület adatai alapján. Közgazdasági Szemle 69:11, pages 1377-1406.
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Il Hwan Chung, Jongmin Shon & Moonyoung Eom. (2022) Collective bargaining agreements and teacher sorting: evidence from New York. Asia Pacific Education Review.
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María Paz Fernández & José Felipe Martínez. 2022. Teacher Evaluation Around the World. Teacher Evaluation Around the World
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Azlin Norhaini Mansor, Mohd Zabil Ikhsan Mohamed Nasaruddin & Aida Hanim A. Hamid. (2021) The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia. Sustainability 13:4, pages 2011.
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Katherine E. Castellano & Daniel F. McCaffrey. (2019) Comparing the Accuracy of Student Growth Measures. Journal of Educational Measurement 57:1, pages 71-91.
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Cassandra M. Guarino, Brian W. Stacy & Jeffrey M. Wooldridge. (2019) Comparing and assessing the consequences of two different approaches to measuring school effectiveness. Educational Assessment, Evaluation and Accountability 31:4, pages 437-463.
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Eric Parsons, Cory Koedel & Li Tan. (2018) Accounting for Student Disadvantage in Value-Added Models. Journal of Educational and Behavioral Statistics 44:2, pages 144-179.
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Jason A. Grissom, Brendan Bartanen & Hajime Mitani. (2019) Principal Sorting and the Distribution of Principal Quality. AERA Open 5:2, pages 233285841985009.
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Edward Sloat, Audrey Amrein-Beardsley & Jessica Holloway. (2018) Different teacher-level effectiveness estimates, different results: inter-model concordance across six generalized value-added models (VAMs). Educational Assessment, Evaluation and Accountability 30:4, pages 367-397.
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Kelly N. Vosters, Cassandra M. Guarino & Jeffrey M. Wooldridge. (2018) Understanding and evaluating the SAS® EVAAS® Univariate Response Model (URM) for measuring teacher effectiveness. Economics of Education Review 66, pages 191-205.
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Se Woong Lee. (2018) Pulling Back the Curtain: Revealing the Cumulative Importance of High-Performing, Highly Qualified Teachers on Students’ Educational Outcome. Educational Evaluation and Policy Analysis 40:3, pages 359-381.
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Katharine O. Strunk, Dan Goldhaber, David S. Knight & Nate Brown. (2018) Are There Hidden Costs Associated With Conducting Layoffs? The Impact of Reduction-in-Force and Layoff Notices on Teacher Effectiveness. Journal of Policy Analysis and Management 37:4, pages 755-782.
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Brian Stacy, Cassandra Guarino & Jeffrey Wooldridge. (2018) Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?. Economics of Education Review 64, pages 50-74.
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Ben Backes, James Cowan, Dan Goldhaber, Cory Koedel, Luke C. Miller & Zeyu Xu. (2018) The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance?. Economics of Education Review 62, pages 48-65.
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Cassandra M. Guarino. 2018. Complementary Research Methods for Educational Leadership and Policy Studies. Complementary Research Methods for Educational Leadership and Policy Studies
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Derek C. Briggs & Nathan Dadey. (2016) Principal holistic judgments and high-stakes evaluations of teachers. Educational Assessment, Evaluation and Accountability 29:2, pages 155-178.
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Dan Goldhaber, Cyrus Grout & Nick Huntington-Klein. (2017) Screen Twice, Cut Once: Assessing the Predictive Validity of Applicant Selection Tools. Education Finance and Policy 12:2, pages 197-223.
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Henry M. Levin. 2017. Cognitive Abilities and Educational Outcomes. Cognitive Abilities and Educational Outcomes
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Dan Goldhaber, Wes Bignell, Amy Farley, Joe Walch & James Cowan. (2016) Who Chooses Incentivized Pay Structures? Exploring the Link Between Performance and Preferences for Compensation Reform in the Teacher Labor Market. Educational Evaluation and Policy Analysis 38:2, pages 245-271.
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Mark Ehlert, Cory Koedel, Eric Parsons & Michael Podgursky. (2014) Selecting Growth Measures for Use in School Evaluation Systems. Educational Policy 30:3, pages 465-500.
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Audrey Amrein-Beardsley, Sarah Polasky & Jessica Holloway-Libell. (2015) Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system. Educational Assessment, Evaluation and Accountability 28:2, pages 139-159.
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Cory KoedelJiaxi Li. (2016) THE EFFICIENCY IMPLICATIONS OF USING PROPORTIONAL EVALUATIONS TO SHAPE THE TEACHING WORKFORCE. Contemporary Economic Policy 34:1, pages 47-62.
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Heather M. Buzick & Nathan D. Jones. (2015) Using Test Scores From Students With Disabilities in Teacher Evaluation. Educational Measurement: Issues and Practice 34:3, pages 28-38.
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Cory Koedel, Kata Mihaly & Jonah E. Rockoff. (2015) Value-added modeling: A review. Economics of Education Review 47, pages 180-195.
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Dan Goldhaber, Lesley Lavery & Roddy Theobald. (2015) Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students. Educational Researcher 44:5, pages 293-307.
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Dan Goldhaber. (2015) Exploring the Potential of Value-Added Performance Measures to Affect the Quality of the Teacher Workforce. Educational Researcher 44:2, pages 87-95.
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