The Teacher Team Method and Full Roster Method produce similar estimates of teacher value added¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2017 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2020: 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.
q2 i? Empirical comparison shows the Teacher Team Method and the Full Roster Method produce similar estimates of teacher value added for co-taught students. → Heinrich Hock 2017
Evidence¶
Heinrich Hock 2017¶
Heinrich Hock, Eric Isenberg. (2017). Methods for Accounting for Co-Teaching in Value-Added Models. Statistics and Public Policy, vol. 4, issue 1. https://www.mathematica.org/publications/methods-for-accounting-for-co-teaching-in-value-added-models
q2 · i? · associational · r?
The article compares empirical estimates from the two joint-responsibility methods and reports "Both methods produce similar estimates of teacher value added." No test statistics or effect sizes are printed in the available text.
"We explore the properties of these methods and compare empirical estimates. Both methods produce similar estimates of teacher value added, but the Full Roster Method can be more easily implemented in practice."
Discussion¶
Related Claims¶
- Teacher-confirmed roster data show levels of co-teaching far beyond what appears in administrative data — related
- Empirical Bayes shrinkage could be used to address bias in proxy pre-test value-added estimates — related
- Empirical Bayes shrinkage increases the precision of value-added estimates and reduces their absolute value for teachers of hard-to-predict students — related
- The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail — related
- The Full Roster Method effectively counts co-taught students more than once in value-added calculations — related
- Applying the Full Roster-Plus Method instead of the Full Roster Method produces very small empirical differences in value-added estimates in District of Columbia Public Schools data — related
- 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 full roster and full roster-plus methods are empirically similar — related
- 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 report synthesizes 21 empirical studies on value-added model key issues and findings — related
- The partial credit and teacher team methods for co-teaching are impractical — related
- Multiple sources of student information can be accumulated to estimate teacher effectiveness — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-team-and-full-roster-methods-produce-similar-estimates |
title |
The Teacher Team Method and Full Roster Method produce similar estimates of teacher value added |
description |
The Teacher Team Method and Full Roster Method produce similar estimates of teacher value added |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-08 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — heinrich-hock-2017 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.