Using the Colorado Growth Model in place of a value-added model increases evaluation scores for teachers of low-achieving students¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Replacing a value-added model with the Colorado Growth Model raises the evaluation scores of teachers of low-achieving students. → Elias Walsh 2013
Evidence¶
Elias Walsh 2013¶
Elias Walsh, Eric Isenberg. (2013). How Does a Value-Added Model Compare to the Colorado Growth Model? Working Paper 22. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/how-does-a-value-added-model-compare-to-the-colorado-growth-model
q2 · i? · associational · r?
The paper's summary of its comparison of value-added model and Colorado Growth Model evaluation scores states that CGM use "increases the evaluation scores for teachers of low-achieving students". No effect size or test statistic is printed in the available text.
"increases the evaluation scores for teachers of low-achieving students"
Discussion¶
Related Claims¶
- Using the Colorado Growth Model in place of a value-added model depresses evaluation scores for teachers with more English language learner students — related
- The paper tests two previously unevaluated VAM model variations: teacher-year level average peer characteristics and demographic variation in the lagged-achievement relationship — related
- Most differences in evaluation scores between the Colorado Growth Model and value added are not related to the characteristics of students' teachers — related
- Using Colorado Growth Model growth percentiles in place of value added would have altered evaluation consequences for 14% of DCPS teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cgm-substitution-raises-scores-low-achieving-student-teachers |
title |
Using the Colorado Growth Model in place of a value-added model increases evaluation scores for teachers of low-achieving students |
description |
Using the Colorado Growth Model in place of a value-added model increases evaluation scores for teachers of low-achieving students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elias-walsh-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.