Policymakers and model developers should use the Full Roster-Plus Method to account for co-teaching in value-added models¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that policymakers addressing co-teaching in value-added models adopt the Full Roster-Plus Method, which treats co-teachers as teams with each teacher receiving equal credit for co-taught students. Unlike the Full Roster Method, the improved method ensures "all students contribute equally to the calculation of the relationship between student characteristics and achievement," avoiding the extra weighting of co-taught students. The article's empirical check found very small differences between the methods in District of Columbia Public Schools data.

Design Implications¶

Context¶

Requirements¶

• Data identifying co-taught students and their multiple teachers
• A value-added model estimating the relationship between student characteristics and achievement

Constraints¶

• The article's empirical evidence on the method comes from one district's data; the available text reports no evidence from other settings

Target Learners¶

• K-12 students in co-taught classrooms

Target Learning Goals¶

• Fair and accurate attribution of achievement growth to individual teachers in co-taught settings

Affordances¶

• Coteaching Value Added Options Framework

Related Strategies¶

• Have staff familiar with the students and their classroom experiences approve rosters
• Policymakers should choose between the full roster and full roster-plus methods for co-teaching

Examples¶

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Key Sources¶

• Eric Isenberg, Elias Walsh. (2015). Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models. Journal of Research on Educational Effectiveness, vol. 8, issue 1. https://www.mathematica.org/publications/journal-article-accounting-for-coteachng-a-guide-for-policymakers-and-developers-of-valueadded