The report explicitly discusses limitations of the Oklahoma value-added model¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: 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.
q1 i? The report includes a discussion of the value-added model's limitations, signaling that the effectiveness measures carry caveats for evaluation use. → Elias Walsh 2014
Evidence¶
Elias Walsh 2014¶
Elias Walsh, Albert Y. Liu, Dallas Dotter. (2014). Measuring Teacher and School Value Added in Oklahoma, 2012-2013 School Year. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-teacher-and-school-value-added-in-oklahoma-20122013-school-year
q1 · i? · associational · r?
The publication abstract states the report "discusses the model's limitations". The specific limitations are not printed on this page, so their content cannot be reported.
"The report provides an overview of value-added methods in technical and nontechnical terms and discusses the model's limitations."
Discussion¶
Related Claims¶
- Oklahoma's Pilot Teacher and Leader Evaluation System used a value-added model to estimate teacher and school effectiveness for 2012-2013 instruction — related
- Proxy pre-test value-added estimates show bias, but may still carry information about teacher effectiveness — related
- Findings from two states and three cities cannot be generalized to a national estimate of program effects — related
- The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail — related
- The value-added models used for Oklahoma's spring 2016 results were updated relative to prior years — related
- Oklahoma's 2013-2014 teacher value-added estimates combined test scores with other information about teachers and students — related
- Snedden argues school reports should inform the public, but available educational statistics cannot answer questions about the relative value of different studies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
oklahoma-value-added-model-limitations-discussed |
title |
The report explicitly discusses limitations of the Oklahoma value-added model |
description |
The report explicitly discusses limitations of the Oklahoma value-added model |
status |
review |
evidence_strength |
weak |
newest_evidence |
2014 |
recheck_by |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elias-walsh-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.