The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures

  title={The Sensitivity of Value‐Added Teacher Effect Estimates to Different Mathematics Achievement Measures},
  author={J. Lockwood and D. McCaffrey and L. Hamilton and Brian M. Stecher and Vi-Nhuan Le and J. F. Mart{\'i}nez},
  journal={Journal of Educational Measurement},
  • J. Lockwood, D. McCaffrey, +3 authors J. F. Martínez
  • Published 2007
  • Psychology
  • Journal of Educational Measurement
  • Using longitudinal data from a cohort of middle school students from a large school district, we estimate separate “value-added” teacher effects for two subscales of a mathematics assessment under a variety of statistical models varying in form and degree of control for student background characteristics. We find that the variation in estimated effects resulting from the different mathematics achievement measures is large relative to variation resulting from choices about model specification… CONTINUE READING
    198 Citations

    Figures from this paper.

    Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables
    • 19
    • Highly Influenced
    • PDF
    Exploring Student-Teacher Interactions in Longitudinal Achievement Data
    • 66
    • PDF
    Teacher Value-Added at the High-School Level
    • 30
    • Highly Influenced
    • PDF
    Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments
    • 83
    • Highly Influenced
    • PDF
    The Intertemporal Stability of Teacher Effect Estimates
    • 28
    • PDF
    Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts
    • 193
    • PDF
    The Intertemporal Variability of Teacher Effect Estimates
    • 340
    • PDF
    Controlling for Student Heterogeneity in Longitudinal Achievement Models
    • 2
    • PDF


    How Large Are Teacher Effects?
    • 1,453
    • PDF
    Distorting Value Added: The Use of Longitudinal, Vertically Scaled Student Achievement Data for Growth-Based, Value-Added Accountability
    • 123
    • PDF
    Models for Value-Added Modeling of Teacher Effects
    • 528
    • PDF
    Teacher Effects and Teacher Effectiveness: A Validity Investigation of the Tennessee Value Added Assessment System
    • 222
    Gender Differences on High School Science Achievement Tests: Do Format and Content Matter?
    • 50
    In Dedication: Leigh Burstein
    • 29