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Three-method framework for accounting for co-teaching in value-added models

Research Method · All research methods
Evidence · 4 claims (4 for) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description

The article organizes the problem of modeling value added "when the same student is taught the same subject by multiple teachers" into three named methods: the Partial Credit Method, the Teacher Team Method, and the Full Roster Method. The Partial Credit Method apportions responsibility by fraction of year with each teacher; the other two "presume that co-teachers share joint responsibility for the achievement of their shared students." The framework was developed to help states and districts overcome a potential limitation in the use of value added in multiple-measures teacher evaluation systems.

Accounts

  • Three-method framework for accounting for co-teaching in value-added models: The article organizes the problem of modeling value added "when the same student is taught the same subject by multiple teachers" into three named methods: the Partial Credit Method, the Teacher Team Method, and the Full Roster Method. The Partial Credit Method apportions responsibility by fraction of year with each teacher; the other two "presume that co-teachers share joint responsibility for the achievement of their shared students." The framework was developed to help states and districts overcome a potential limitation in the use of value added in multiple-measures teacher evaluation systems. (Heinrich Hock (2017))
  • Full Roster Method for co-taught value-added estimation: The Full Roster Method is one of three methods the article proposes for estimating teacher value added under co-teaching. It presumes that "co-teachers share joint responsibility for the achievement of their shared students." The article reports it produces estimates similar to the Teacher Team Method but "can be more easily implemented in practice," making it the article's preferred practical option. (Heinrich Hock (2017))
  • Partial Credit Method for co-taught value-added estimation: The Partial Credit Method is one of three methods the article proposes for estimating teacher value added when students are co-taught. It "apportions responsibility between teachers according to the fraction of the year a student spent with each," attempting to identify how time with each separate co-teacher contributes to student learning. The article reports that "practical problems may limit its usefulness." (Heinrich Hock (2017))

Claims

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Key Sources

  • Heinrich Hock, Eric Isenberg. (2017). Methods for Accounting for Co-Teaching in Value-Added Models. Statistics and Public Policy, vol. 4, issue 1. https://www.mathematica.org/publications/methods-for-accounting-for-co-teaching-in-value-added-models
  • Hock, H., & Isenberg, E. (2012). Methods for Accounting for Co-Teaching in Value-Added Models. Working Paper 6. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/methods-for-accounting-for-coteaching-in-valueadded-models
Page metadata
Field Value
type research-method
id three-method-framework-for-accounting-for-co-teaching-in-value-added-models
aliases full-roster-method, partial-credit-method
title Three-method framework for accounting for co-teaching in value-added models
description The article organizes the problem of modeling value added "when the same student is taught the same subject by multiple teachers" into three named methods: the Partial Credit Method, the Teacher Team Method, and the Full Roster Method.
status review
moved_from theory/three-method-framework-co-teaching-value-added
generated by process:sweep-kinds on 2026-10-10
trust unverified — no one has confirmed this page's content
sources 2 — heinrich-hock-2017, hock-2012

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