The partial credit and teacher team methods for co-teaching are impractical¶
Claim · All claims
Evidence · 1 study · theoreticalr1·q1
Currency · newest study 2013 · not yet checked against its sources · 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 authors conclude that the partial credit method and the teacher team method are impractical options for handling co-teaching in value-added models. → Eric Isenberg 2013
Evidence¶
Eric Isenberg 2013¶
Eric Isenberg, Elias Walsh. (2013). Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models. Working Paper 24, Chicago, IL: Mathematica Policy Research. https://www.mathematica.org/publications/accounting-for-coteaching-a-guide-for-policymakers-and-developers-of-valueadded-models
q1 · i? · theoretical · r1
The working paper's key findings state that the authors "discuss why the first two methods are impractical," referring to the partial credit method and the teacher team method. The basis given is the authors' discussion rather than a reported empirical test in the available text.
"The authors discuss why the first two methods are impractical, and show that the last two methods are empirically similar."
Discussion¶
Related Claims¶
- The Full Roster Method offers the most promise for robust, practical implementation among the three co-teaching value-added methods considered. — a broader claim this one bears on
- The Teacher Team Method and Full Roster Method provide a more stable approach than the Partial Credit Method for estimating teacher effects when students have multiple teachers for the same subject. — related
- The Teacher Team Method and Full Roster Method produce similar estimates of teacher value added — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
partial-credit-teacher-team-methods-impractical |
title |
The partial credit and teacher team methods for co-teaching are impractical |
description |
The partial credit and teacher team methods for co-teaching are impractical |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2013 |
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