The Promise and Potential Pitfalls of Value-Added Assessment

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Measuring Teachers• We don’t really know how to handle:– Teachers who are effective in one area and notanother– Multiple teachers, complementary subjects andapportioning credit– Out of grade teacher contributions10
Defining the Counterfactual• We never directly observe the counterfactual ofinterest– VAM should account for:1. Observed differences in student background/skills2. Observed differences in school quality and peer effects3. Unobservables related to the nonrandom distribution ofstudents and teachers• Failure to account for any of the above threeissues can lead to biased VAM estimates11
Page 1 and 2: The Promise and Potential Pitfallso
Page 3 and 4: A Simple Observation• Opposition
Page 5 and 6: Gateway vs. Workforce PoliciesEmpir
Page 7 and 8: Logistical Issues• Timing of test
Page 9: Test Measurement Issues• Vertical
Page 13 and 14: Tradeoffs• Multiple years of job
Page 15 and 16: Current Salary Structure Isn’t Wo
Page 17 and 18: Why VAM?Devil You Don’t Know Is P
Page 19 and 20: Hypothetical Relationship Between T
Page 21 and 22: Comparison of Teacher Effects in Ma
Page 23 and 24: Degree LevelsDifference in means: .
Page 25 and 26: Individual & Institutional SAT Scor
Page 27: Pay Structure Outside Education•

The Promise and Potential Pitfalls of Value-Added Assessment

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