Value-added model for measuring school and teacher performance in DC Public Schools (IMPACT and TEAM)¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 design), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

A value-added statistical model designed for the District of Columbia Public Schools to measure school and teacher performance for the IMPACT and TEAM evaluation systems. The report states it "describes the design of a value-added model to measure school and teacher performance in the District of Columbia Public Schools," presenting the method's main features in nontechnical terms, the data used, and technical details of the statistical methods.

Design Implications¶

Context¶

Requirements¶

• Uses student achievement data as inputs to the value-added estimation, as described in the report's summary of data used

Constraints¶

• Designed specifically for District of Columbia Public Schools and its IMPACT and TEAM evaluation systems

Target Learners¶

• Students in District of Columbia Public Schools

Target Learning Goals¶

• Measuring school and teacher contributions to student achievement for evaluation and accountability

Claims¶

• The report documents a value-added method combining nontechnical description of main features with data sources and technical statistical detail [+W]

Related Elements¶

• Value-Added Assessment System for DC Schools and Teachers (2009–2015 project context)
• Teacher-level value-added model adaptation for identifying high-performing teachers in Memphis

Examples¶

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Key Sources¶

• Eric Isenberg, Heinrich Hock. (2010). Measuring School and Teacher Value Added for IMPACT and TEAM in DC Public Schools. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-school-and-teacher-value-added-for-impact-and-team-in-dc-public-schools