Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2010 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2013: 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? Value-added models were developed to estimate teachers' and schools' contributions to the achievement of their students in Pittsburgh Public Schools. → Stephen Lipscomb 2010
Evidence¶
Stephen Lipscomb 2010¶
Stephen Lipscomb, Brian Gill, Kevin Booker, Matthew Johnson. (2010). Estimating Teacher and School Effectiveness in Pittsburgh: Value-Added Modeling and Results. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/estimating-teacher-and-school-effectiveness-in-pittsburgh-valueadded-modeling-and-results
q2 · i? · associational · r?
The report's own abstract-level description of its work: value-added models (VAMs) were developed that "estimate teachers’ and schools’ contributions to the achievement of their students" for Pittsburgh Public Schools. No effect sizes or model results are printed in the available text.
"This report describes Mathematica's work in developing value-added models (VAMs) that estimate teachers’ and schools’ contributions to the achievement of their students"
Discussion¶
Related Claims¶
- Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot — related
- Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools — related
- Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year — related
- The Pittsburgh VAMs incorporate course-specific assessments, attendance, and course completion alongside state assessments — related
- The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pittsburgh-vam-teacher-school-effectiveness-estimates |
title |
Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools |
description |
Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools |
status |
review |
evidence_strength |
weak |
newest_evidence |
2010 |
source_checked |
2026-10-20 |
recheck_by |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2010 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.