Value-added teacher rankings are insensitive to correcting measurement error in the pretest, with correlations of 0.91–0.99 for elementary and 0.77–0.98 for middle school teachers¶
Claim · All claims
Evidence · 1 study · associationalr3·q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2014: 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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In half of the ten districts, value-added indicators estimated with and without a measurement error correction were highly correlated (0.91–0.99 elementary; 0.77–0.98 middle school). → Steven Glazerman and Jeffrey Max 2011
Evidence¶
Steven Glazerman and Jeffrey Max 2011¶
Steven Glazerman and Jeffrey Max. (2011). Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE Technical Appendix. http://ies.ed.gov/ncee/pubs/20114016/pdf/20114016.pdf
q2 · i? · associational · r3
Sensitivity analysis of the value-added model in five of the ten districts, comparing indicators with and without errors-in-variables correction of the pretest. The article reports "the correlation was between 0.91 and 0.99 for elementary school teachers and between 0.77 and 0.98 for middle school teachers".
"In an analysis with half of the ten districts, we examined the corre lation between the value added indicators estimated with and without a measurement error correction. Across the five districts, the correlation was between 0.91 and 0.99 for elementary school teachers and between 0.77 and 0.98 for middle school teachers."
Discussion¶
Related Claims¶
- Teacher value-added estimates are highly correlated across model specifications that differ in student and peer control variables — related
- The working paper examines the sensitivity and precision of teacher value-added estimates under specifications differing in student-level, peer-level, and double-lagged achievement controls — related
- Alternative value-added specifications produce substantially different teacher estimates but small changes in distribution tails — related
- Rank orderings of teachers do not change radically under mild scale transformations — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
value-added-rankings-robust-to-eiv-correction |
title |
Value-added teacher rankings are insensitive to correcting measurement error in the pretest, with correlations of 0.91–0.99 for elementary and 0.77–0.98 for middle school teachers |
description |
Value-added teacher rankings are insensitive to correcting measurement error in the pretest, with correlations of 0.91–0.99 for elementary and 0.77–0.98 for middle school teachers |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
recheck_by |
2014 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-glazerman-and-jeffrey-max-2011 |
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