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Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique. Working Paper 2009-01
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Koedel, Cory; Betts, Julian R. – National Center on Performance Incentives, 2009
Value-added modeling continues to gain traction as a tool for measuring teacher performance. However, recent research (Rothstein, 2009a, 2009b) questions the validity of the value-added approach by showing that it does not mitigate student teacher sorting bias (its presumed primary benefit). Our study explores this critique in more detail.…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Models, Statistical Bias
Re-Examining the Role of Teacher Quality in the Educational Production Function. Working Paper 2007-03
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Koedel, Cory; Betts, Julian R. – National Center on Performance Incentives, 2007
This study uses administrative data linking students and teachers at the classroom level to estimate teacher value-added to student test scores. We find that variation in teacher quality is an important contributor to student achievement--more important than has been implied by previous work. This result is attributable, at least in part, to the…
Descriptors: Merit Pay, Teacher Effectiveness, Teacher Qualifications, Academic Achievement