Four options for accounting for co-teaching in value-added models¶
Research Method · All research methods
Evidence · 4 claims (4 for) · 2 studies (2 associational),q1–q2· 0 of 2 report an effect size · 4 claims rest on one study
Description¶
The paper organizes the policy problem of co-teaching in value-added models around four named methods: "the partial credit method, the teacher team method, the full roster method, and the full roster-plus method." Each option represents a different way of assigning credit for jointly taught students to teachers in the model. The taxonomy serves as the paper's organizing framework and the basis for its practical guidance to policymakers and model developers.
Accounts¶
- Four options for accounting for co-teaching in value-added models: The paper organizes the policy problem of co-teaching in value-added models around four named methods: "the partial credit method, the teacher team method, the full roster method, and the full roster-plus method." Each option represents a different way of assigning credit for jointly taught students to teachers in the model. The taxonomy serves as the paper's organizing framework and the basis for its practical guidance to policymakers and model developers. (Eric Isenberg (2013))
Claims¶
- The full roster and full roster-plus methods are empirically similar [+W]
- The partial credit and teacher team methods for co-teaching are impractical [+W]
- The Teacher Team Method and Full Roster Method provide a more stable approach than the Partial Credit Method for estimating teacher effects when students have multiple teachers for the same subject. [+W]
- The Full Roster Method offers the most promise for robust, practical implementation among the three co-teaching value-added methods considered. [+W]
Related Research Methods¶
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Key Sources¶
- Eric Isenberg, Elias Walsh. (2013). Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models. Working Paper 24, Chicago, IL: Mathematica Policy Research. https://www.mathematica.org/publications/accounting-for-coteaching-a-guide-for-policymakers-and-developers-of-valueadded-models
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
four-options-for-accounting-for-co-teaching-in-value-added-models |
title |
Four options for accounting for co-teaching in value-added models |
description |
The paper organizes the policy problem of co-teaching in value-added models around four named methods: "the partial credit method, the teacher team method, the full roster method, and the full roster-plus method." Each option represents a different way of assigning credit for jointly taught students |
status |
review |
moved_from |
theory/four-options-co-teaching-value-added |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2013 |
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