Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academic Achievement | 1 |
| Computation | 1 |
| Correlation | 1 |
| Demography | 1 |
| Disadvantaged Youth | 1 |
| Equations (Mathematics) | 1 |
| Grade 5 | 1 |
| Grade 8 | 1 |
| Mathematics Achievement | 1 |
| Models | 1 |
| Peer Influence | 1 |
| More ▼ | |
Source
| Journal of Research on… | 1 |
Author
| Gill, Brian | 1 |
| Johnson, Matthew T. | 1 |
| Lipscomb, Stephen | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 5 | 1 |
| Grade 8 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Florida | 1 |
| Illinois | 1 |
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkJohnson, Matthew T.; Lipscomb, Stephen; Gill, Brian – Journal of Research on Educational Effectiveness, 2015
Teacher value-added models (VAMs) must isolate teachers' contributions to student achievement to be valid. Well-known VAMs use different specifications, however, leaving policymakers with little clear guidance for constructing a valid model. We examine the sensitivity of teacher value-added estimates under different models based on whether they…
Descriptors: Teacher Effectiveness, Teacher Influence, Academic Achievement, Models
