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Statistics and Public Policy Volume 3, 2016 - Issue 1

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Original Articles

Value-Added Models (VAMs): Caveat Emptor

Margarita PivovarovaCorrespondence[email protected]

Audrey Amrein-Beardsley

Jennifer Broatch

Pages 1-9 | Received 01 Jan 2015, Accepted 01 Mar 2016, Published online: 26 May 2016

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https://doi.org/10.1080/2330443X.2016.1164641
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Articles from other publishers (5)

Jeanne M. Powers & Kathryn P. Chapman. (2021) Poor Kids versus Bad Teachers: Vergara v. California and the Social Construction of Teachers . Teachers College Record: The Voice of Scholarship in Education 123:4, pages 1-26.
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Ismail Aslantas. (2020) Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates. Education Sciences 10:12, pages 390.
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Noelle A. Paufler & Edward F. Sloat. (2020) Using standards to evaluate accountability policy in context: School administrator and teacher perceptions of a teacher evaluation system. Studies in Educational Evaluation 64, pages 100806.
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Ian Hardy, M Obaidul Hamid & Vicente Reyes. (2018) Data for learning? Confirming and contesting performative practices of data governance. Global Studies of Childhood 8:4, pages 339-354.
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Andrea Canales & Luis Maldonado. (2018) Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics. International Journal of Educational Development 60, pages 33-50.
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