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21 May 2016
Report

Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA

Dan Goldhaber, James Cowan, and Roddy Theobald

Given the rapid policy diffusion of the edTPA, a performance-based, subject-specific assessment of teacher candidates, it is surprising that there is currently no existing large-scale research linking it to outcomes for inservice teachers and their students. This report uses longitudinal data from Washington State that include information on teacher candidates’ scores on the edTPA to provide estimates of the extent to which edTPA performance is predictive of the likelihood of employment in the teacher workforce and value-added measures of teacher effectiveness.

While edTPA scores are highly predictive of employment in the state’s public teaching workforce, evidence on the relationship between edTPA scores and teaching effectiveness is more mixed. Specifically, continuous edTPA scores are a significant predictor of student mathematics achievement in some specifications, but when we consider that the edTPA is a binary screen of teaching effectiveness (i.e., pass/fail), we find that passing the edTPA is significantly predictive of teacher effectiveness in reading but not in mathematics.

Evaluating Prospective Teachers: Testing the Predictive Validity of the edTPA (PDF)

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17 Sep 2013
Report

Value-Added Measures in Education

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. 

16 May 2015
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Misattribution of Teacher Value-Added

The federal Race to the Top competition provided significant impetus for states to adopt “value-added” models as a part of their teacher evaluation systems. This study examines how teacher evaluations are affected by incorrectly attributing changes in student's test scores to the value-added of teachers in spring classrooms, and explores methods that can provide the best approximation in the absence of more detailed data.

Further Reading

  • Does the Match Matter? Exploring Whether Student Teaching Experiences Affect Teacher Effectiveness and Attrition
  • AIR Experts to Present at the 39th Annual Fall Research Conference of the Association for Public Policy Analysis and Management
  • Experts from the American Institutes for Research to Present at the Annual Association for Education Finance and Policy (AEFP) Conference
  • A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements
  • AIR Experts to Discuss Education Research Issues at Association for Education Finance and Policy Annual Conference
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Dan Goldhaber

Dan Goldhaber

AIR Vice President and Director, CALDER

Topic

Education
Teacher Preparation and Performance

Related Center

illustration of a student growing over time

CALDER | Center for the Analysis of Longitudina
l Data in Education Research

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