To assess teacher effectiveness in accordance with state and federal policies—such as the Race to the Top program—many states and districts are using growth and value-added models as one component of a comprehensive teacher evaluation system.
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Teachers’ individual contributions to student learning and schools’ contributions are typically intertwined. This paper explores the key issues related to strategies for identifying a value-added model to account for school and teacher contributions that create appropriate incentives for teachers. The authors recommend estimating between-school differences and then considering what part of those
differences should be attributed to teachers.
AIR conducted a review of key literature in 2011–12 exploring the measurement of teacher practice and student learning in arts-integrated settings through a project funded by the Department of Education and offered by the Wolf Trap Foundation for the Performing Arts.