The report synthesizes 21 empirical studies on value-added model key issues and findings¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The report's literature synthesis drew on 21 empirical studies describing key issues and findings in the value-added literature. → Lipscomb 2010

Evidence¶

Lipscomb 2010¶

Lipscomb, Stephen; Teh, Bing-ru; Gill, Brian; Chiang, Hanley; Owens, Antoniya. (2010). Teacher and Principal Value-Added: Research Findings and Implementation Practices. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/teacher-and-principal-valueadded-research-findings-and-implementation-practices

q2 · i? · review · r?

The report describes its own evidence base: it "selected 21 empirical studies that describe key issues and findings in the literature" as part of a synthesis for VAM development. No effect sizes are printed on the page.

"The report selected 21 empirical studies that describe key issues and findings in the literature and examined varying degrees of value-added implementation in seven school districts or states."

Discussion¶

Related Claims¶

• The report examined value-added implementation in seven school districts or states — 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 Teacher Team Method and Full Roster Method produce similar estimates of teacher value added — related
• The Full Roster Method effectively counts co-taught students more than once in value-added calculations — related
• Researchers presume grades 4-5 administrative data are better for value-added teacher effectiveness research because of self-contained classrooms and classroom homogeneity — related
• Teachers of students with low prior achievement and who receive free lunch tend to have less precise value-added estimates — related
• Findings on the distribution of highest-performing teachers are robust to omitting empirical Bayes shrinkage of the value-added estimates — related