Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2016 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2019: 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.
q1 i? As of the 2014-15 school year, Pittsburgh Public Schools used Mathematica-developed value-added models to assess educational quality, continuing an effort first reported in 2014. → Naihobe Gonzalez 2016
Evidence¶
Naihobe Gonzalez 2016¶
Naihobe Gonzalez, Matthew Johnson, Brian Gill. (2016). Value-Added Models for the Pittsburgh Public Schools, 2014-15 School Year. Oakland, CA: Mathematica Policy Research. https://www.mathematica.org/publications/valueadded-models-for-the-pittsburgh-public-schools-201415-school-year
q1 · i? · associational · r?
Descriptive statement from the report's summary page: the publication documents Mathematica's ongoing use of value-added models in Pittsburgh Public Schools and notes it updates a 2014 report "on the same topic." No empirical findings or statistics are printed on this page.
"This report summarizes Mathematica's current use of value-added models to assess educational quality in Pittsburgh Public Schools, updating our 2014 report on the same topic."
Discussion¶
Related Claims¶
- Oklahoma educators received value-added results in spring 2016 based on instruction provided in the 2014–2015 school year — related
- 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
- The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail — related
- Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools — related
- The Pittsburgh VAMs incorporate course-specific assessments, attendance, and course completion alongside state assessments — related
- Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools — related
- Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pittsburgh-vam-report-2016-documents-district-use |
title |
Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year |
description |
Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-08 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — naihobe-gonzalez-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.