Value-added error rates apply to measuring both teacher and school performance in the upper elementary grades using student test score gain data¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2016: 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? The error rate findings concern measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. → Peter Z. Schochet 2013
Evidence¶
Peter Z. Schochet 2013¶
Peter Z. Schochet, Hanley S. Chiang. (2013). What Are Error Rates for Classifying Teacher and School Performance Using Value-Added Models? Journal of Educational and Behavioral Statistics, vol. 38, no. 2. https://www.mathematica.org/publications/what-are-error-rates-for-classifying-teacher-and-school-performance-using-value-added-models doi:10.3102/1076998611432174
q2 · i? · associational · r?
Scope statement of the analytical study: it addresses "likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data." Both teachers and schools are covered.
"This article addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data."
Discussion¶
Related Claims¶
- Error rates for comparing a teacher's performance to the average are about 25 percent with three years of data and 35 percent with one year of data — a narrower finding that bears on this claim
- Overall false positive error rates are about 10 percent and false negative error rates about 20 percent for value-added performance classifications — a narrower finding that bears on this claim
- Researchers presume grades 4-5 administrative data are better for value-added teacher effectiveness research because of self-contained classrooms and classroom homogeneity — related
- A K-3 school-level growth measure was estimated and examined, with validity and precision concerns suggesting cautious use for accountability — related
- The Memphis value-added model estimates school effects on student performance while adjusting for mobility, demographics, and measurement error — related
- Lower measurement error rates can be achieved when schools, rather than individual teachers, are the performance unit — related
- Overall false positive and false negative error rates in teacher value-added performance classification are about 10 and 20 percent, respectively — related
- Student growth modeling and teacher value-added modeling are complex due to non-random assignment, measurement error, multidimensionality, and covariates — related
- Value-added estimates are likely to be noisy with the amount of data typically used in practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
value-added-error-rates-teacher-and-school-upper-elementary |
title |
Value-added error rates apply to measuring both teacher and school performance in the upper elementary grades using student test score gain data |
description |
Value-added error rates apply to measuring both teacher and school performance in the upper elementary grades using student test score gain data |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-17 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — peter-z-schochet-2013 |
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