Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot¶

Claim · All claims
Evidence · 1 study · design r? · q1
Currency · newest study 2012 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2015: local conditions change quickly

Subclaims¶

q1 i? Mathematica provided technical assistance in developing and estimating value-added models for use in Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. → Stephen Lipscomb 2012

Evidence¶

Stephen Lipscomb 2012¶

Stephen Lipscomb, Hanley Chiang, Brian Gill. (2012). Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/tech-rpt-valueadded-estimates-for-phase-1-of-the-pennsylvania-teacher-and-principal-evaluation-pilot

q1 · i? · design · r?

A descriptive statement printed on the publication page for the report, not a tested result. It states that "Mathematica provided technical assistance in developing and estimating VAMs" for the pilot's first phase. No methods, samples, or findings are printed on the page.

"Mathematica provided technical assistance in developing and estimating VAMs for use in Phase 1 of the pilot."

Discussion¶

Related Claims¶

• Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools — 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
• The working paper examines the sensitivity and precision of teacher value-added estimates under specifications differing in student-level, peer-level, and double-lagged achievement controls — related
• Teacher value-added estimates are highly correlated across model specifications that differ in student and peer control variables — related
• The choice of which assessment to use as the outcome measure matters more for value-added estimates than any student or peer control-variable specification choice — related
• Up to 26% of teachers in the bottom value-added quintile under one specification are ranked higher under another specification — related
• Teachers in districts with large fractions of disadvantaged students receive lower value-added ratings when student background characteristics are omitted — related
• Replacing classroom peer characteristics with teacher-level averages and allowing demographics to influence the lagged-achievement relationship have smaller practical consequences than other specification choices — related
• FFL evaluation scores are significantly and positively correlated with principals' contributions to student achievement (value-added) — related
• There is little prior evidence on the validity of principal evaluation measures, and this is the first study linking practice ratings to credible value-added measures — related
• Phase 1 of the Pennsylvania pilot examined whether teachers with higher classroom observation scores on specific professional practices tended to have greater value-added impacts on student achievement — related
• Phase 1 of the Pennsylvania evaluation pilot produced value-added estimates of teacher and principal contributions to student achievement growth — related
• Value-added models were used to estimate teacher and principal effectiveness measures in Charleston County School District in 2013-2014 — related
• The Memphis value-added model estimates school effects on student performance while adjusting for mobility, demographics, and measurement error — related
• The report examined value-added implementation in seven school districts or states — related
• Federal policy requirements drove growth modeling and teacher value-added evaluation under NCLB and RTTP — related
• The Pittsburgh VAMs incorporate course-specific assessments, attendance, and course completion alongside state assessments — a narrower finding that bears on this claim
• Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year — related
• The EDIT was developed iteratively beginning in 2012 under OPRE commissioning — related