ERIC Number: EJ1264868
Record Type: Journal
Publication Date: 2020-Nov
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1245
EISSN: N/A
Educational Accountability, Value-Added Modeling, and the Origin of the Achievement Gap
Education and Urban Society, v52 n8 p1181-1203 Nov 2020
Empirical results are consistent with the hypothesis that socioeconomic factors contribute to initial disparities in performance that are perpetuated by demoralizing grading, testing, and grouping practices throughout the K-12 years. The hypothesis may explain why the achievement gap increases after children enter the school system, why Black students lose ground within schools and within classrooms, why value-added modeling (VAM) estimates of teacher performance are unstable from year to year, why Rothstein found that VAM estimates of teacher performance predict prior student performance, why VAM estimates of teacher performance predict gains in student achievement, and why persistent sorting may account for the Gates Foundation's Measures of Effective Teaching (MET) results despite random assignment of class rosters to teachers.
Descriptors: Accountability, Value Added Models, Achievement Gap, Racial Differences, Elementary Secondary Education, Teacher Effectiveness, Predictor Variables, Self Efficacy
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A