Teacher-level value-added model adaptation for identifying high-performing teachers in Memphis¶

Element · All elements
Evidence · no claims cited

Description¶

This element is a teacher-level value-added application described on the publication page. Mathematica Policy Research states it "has adapted its school-level value-added model to teacher-level data" for a partner. The purpose is to "help New Leaders for New Schools identify high-performing teachers in award-winning schools within Memphis City Schools." The page provides no technical detail, data description, or results beyond this project summary.

Design Implications¶

Context¶

Requirements¶

• Teacher-level data to which the school-level value-added model can be adapted

Constraints¶

• The page describes the application only for identifying high-performing teachers in award-winning schools within Memphis City Schools; no broader scope is stated

Target Learners¶

• K-12 students in Memphis City Schools served by identified teachers

Target Learning Goals¶

• Improving teacher effectiveness measurement to support identification of high-performing teachers

Related Elements¶

• Value-added models estimating teacher and school contributions to student achievement in Pittsburgh Public Schools
• Value-added model for measuring school and teacher performance in DC Public Schools (IMPACT and TEAM)
• Value-added models (VAMs) developed and estimated for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot
• New Leaders school and teacher effectiveness identification methods
• Methods for identifying effective schools in Memphis City Schools (Year 2)
• Value-added model for identifying effective schools in Memphis City school district

Examples¶

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Key Sources¶

• Eric Isenberg. (2008). Measuring Teacher Effectiveness in Memphis. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-teacher-effectiveness-in-memphis