The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
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.
q1 i? The report presents the value-added method's main features in nontechnical terms, the data used, and technical details of the statistical methods. → Eric Isenberg 2010
Evidence¶
Eric Isenberg 2010¶
Eric Isenberg, Heinrich Hock. (2010). Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-school-and-teacher-value-added-for-impact-and-team-in-dc-public-schools
q1 · i? · design · r1
Descriptive statement from the report's own abstract about what the document contains: the design of a value-added model for DC Public Schools, its main features in nontechnical terms, the data used, and technical statistical detail. No empirical effect is reported in the available text.
"This report describes the design of a value-added model to measure school and teacher performance in the District of Columbia Public Schools. It presents the main features of the method in nontechnical terms, data used, and technical details of the statistical methods."
Discussion¶
Related Claims¶
- Mathematica designed a method to identify effective schools for a consortium of 99 charter schools in 18 states and the District of Columbia in the project's first year. — related
- Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year — related
- The Teacher Team Method and Full Roster Method produce similar estimates of teacher value added — related
- The Full Roster Method effectively counts co-taught students more than once in value-added calculations — related
- The report explicitly discusses limitations of the Oklahoma value-added model — related
- The EPIC project applied a set of methods to identify effective schools and teachers across a multi-state charter school consortium in its second year. — related
- Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dc-value-added-report-design-features |
title |
The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail |
description |
The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.