Value-added models developed for estimating Pennsylvania teacher and principal contributions to student achievement growth¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 associational), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The report describes value-added models developed to estimate the contributions of Pennsylvania teachers and principals toward the achievement growth of their students. The estimates were produced during the first phase of a multiyear pilot intended to develop new evaluation systems for teachers and principals, making the models an operational component of that pilot rather than a purely research exercise.

Design Implications¶

Context¶

Requirements¶

• Student achievement growth data for Pennsylvania students and links between students and the teachers and principals being evaluated

Constraints¶

• Estimates were obtained during the first phase of a multiyear pilot, so they reflect an early stage of the evaluation-system development effort

Target Learners¶

• K-12 students in Pennsylvania schools

Target Learning Goals¶

• Student achievement growth in subjects covered by the state assessment system

Claims¶

• Phase 1 of the Pennsylvania evaluation pilot produced value-added estimates of teacher and principal contributions to student achievement growth [+W]
• Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot [+W]

Related Elements¶

• Value-added models (VAMs) developed and estimated for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot
• Team Pennsylvania Foundation teacher and principal evaluation pilot project

Examples¶

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Key Sources¶

• Stephen Lipscomb, Hanley Chiang, Brian Gill. (2012). Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/valueadded-estimates-for-phase-1-of-the-pennsylvania-teacher-and-principal-evaluation-pilot