Over the past 15 years, the education research community has advocated for rigorous research designs that support causal inferences, for research that provides more generalizable results across settings, and for the value of research-practice partnerships that inform the design of local programs and policies. We propose the multi-cohort,…

Value-added estimates of teachers' contributions to student achievement have been criticized for bias relating to the sorting of students to classrooms. More recently, research has raised the possibility that sorting leads to differences in practice evaluation ratings between teachers of more or less disadvantaged and/or higher- and…