This report describes the value-added models used as part of teacher evaluation systems in the District of Columbia Public Schools (DCPS) and in eligible DC charter schools participating in "Race to the Top." The authors estimated: (1) teacher effectiveness in DCPS and eligible DC charter schools during the 2011-2012 school year; and (2) school effectiveness in DCPS during the same year. This report updates earlier technical reports (Isenberg and Hock 2010; Isenberg and Hock 2011). The 2011-2012 school year is the third year of IMPACT, a teacher evaluation system for DCPS that relies in part on value-added estimates of teacher and school effectiveness. Under IMPACT, teachers who earn a highly effective rating have received performance pay, and those who earn an ineffective or a minimally effective rating for two consecutive years have been dismissed. This report provides an overview of value-added methods in nontechnical terms (Chapter I); updates the earlier technical reports by describing the data used to estimate teacher and school value added, including the new data on charter school students and teachers (Chapter II); and then describes the statistical methods used to estimate teacher and school value added (Chapter III). Chapters II and III include tables of diagnostic information that summarize the population of students and teachers on which the value-added estimates are based, as well as the results from the statistical model used to produce those estimates. [For "Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Final Report," see: ED521118; for "Design of Value-Added Models for IMPACT and TEAM in DC Public Schools, 2010-2011 School Year. Final Report," see: ED521120.]