State teacher evaluation policies have undergone sweeping changes since 2008, spurred forward heavily by federal competitive funding opportunities like Race to the Top and Investing in Innovation.
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This CALDER Center paper examines the value of strategically assigning disproportionately larger classes to the strongest teachers in order to optimize student learning in the face of differential teacher effectiveness.
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.
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.
Not all student growth measures are alike, nor are they designed to be. But when student growth measures are used for educator evaluation, fairness and comparability become critical.