Oklahoma's 2013-2014 teacher value-added estimates combined test scores with other information about teachers and students¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change 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? Teacher value-added results for Oklahoma in 2013-2014 were estimated using test scores from that school year together with other information about teachers and students. → Elias Walsh 2015
Evidence¶
Elias Walsh 2015¶
Elias Walsh, Albert Y. Liu, Dallas Dotter. (2015). Measuring Teacher and School Value Added in Oklahoma, 2013-2014 School Year. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-teacher-and-school-value-added-in-oklahoma-20132014-school-year
q2 · i? · associational · r?
Descriptive statement from the report's own overview of its analytic purpose: the authors describe how they "used test scores from the 2013–2014 school year and other information about teachers and students to estimate teacher value-added results." No effect sizes or sample statistics are printed on this page.
"we describe how we used test scores from the 2013–2014 school year and other information about teachers and students to estimate teacher value-added results"
Discussion¶
Related Claims¶
- Omitting same-subject pre-tests affects value-added estimates more than excluding other student background characteristics — related
- Oklahoma educators received value-added results in spring 2016 based on instruction provided in the 2014–2015 school year — 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
- Spring 2016 was the third year Oklahoma's TLE provided value-added results to educators — related
- The paper clarifies confusion about the use of value-added information in teacher evaluation — a broader claim this one bears on
- The value-added models used for Oklahoma's spring 2016 results were updated relative to prior years — related
- Oklahoma's Pilot Teacher and Leader Evaluation System used a value-added model to estimate teacher and school effectiveness for 2012-2013 instruction — related
- The report explicitly discusses limitations of the Oklahoma value-added model — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
oklahoma-value-added-uses-test-scores-and-other-information |
title |
Oklahoma's 2013-2014 teacher value-added estimates combined test scores with other information about teachers and students |
description |
Oklahoma's 2013-2014 teacher value-added estimates combined test scores with other information about teachers and students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
recheck_by |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elias-walsh-2015 |
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