Study: State Value-Added Performance Measures Do Not Reflect the Content or Quality of Teachers Instruction

Washington, D.C. (PRWEB) May 13, 2014

New research released online today in Educational Evaluation and Policy Analysis (EEPA), a peer-reviewed journal of the American Educational Study Association, discovers weak to nonexistent relationships between state-administered value-added design (VAM) procedures of educator performance and the content or quality of educators instruction. Based upon their outcomes, the authors question whether VAM data will be useful in evaluating instructor efficiency and shaping classroom guideline.

. VIDEO: Co-author Morgan S. Polikoff goes over crucial searchings for

. Training Alignment as a Procedure of Teaching Quality, by Morgan S. Polikoff at the College of Southern California and Andrew C. Porter at the University of Pennsylvania, also finds no association between multiple-measure teaching effectiveness ratingswhich incorporate value-added measures with study and observational ratings of instructor qualityand the content of educators direction in the classroom.

. While value-added procedures do supply some useful info, our searchings for reveal that they are not choosing up the things we think of as being excellent teaching, stated Polikoff. Provided the growing degree to which states are utilizing these procedures for a large selection of decisions, our findings are troubling.

. Polikoff and Porters research study is the very first massive analysis of the relationship of instructional positioning (i.e., the degree to which the content of class direction is aligned with state standards and assessments, such as the Usual Core requirements) and teaching effectiveness with instructor VAM ratings and a composite step of educator efficiency.

. The authors investigated these relations based upon a subsample of 327 4th- and eighth-grade mathematics and English language arts instructors across all 6 school districts included in the Steps of Effective Teaching (MET) research study, including New York City, Dallas, Denver, Charlotte-Mecklenburg, Memphis, and Hillsborough County, Florida.

. We anticipated to see that direction lined up with state requirements and assessments would highly predict value-added teaching performance measures on those evaluations, but that wasnt the case, stated Polikoff.

. Recent policy efforts such as the Race to the Top Fund and No Child Left waivers have actually developed a push to enhance the approaches by which educators are evaluated. Many of these techniques focus on instructors contributions to student learning, commonly measured by value-added models and multiple-measure examination systems.

. With the rollout of Typical Core State Standards, according to Polikoff, the development of a deeper understanding of the methods reliable educators carry out the requirements in the classroom is essential.

. Our results recommend that its willing to be hard to make use of these systems to improve educator efficiency, stated Polikoff.

. Their findings, the authors kept in mind, lead to a perturbing question: If VAMs are not meaningfully related to either the material or quality of guideline, what are they determining?

. Financing Note . Polikoff and Porters research was supported by a grant from the Expense and Melinda Gates Foundation.

. About the Authors . Morgan S. Polikoff is an assistant professor of education at the Rossier School of Education, College of Southern California.

. Andrew C. Porter is dean and professor of education at the Graduate School of Education, University of Pennsylvania.


About AERA . The American Educational Study Association (AERA) is the largest nationwide expert organization dedicated to the clinical research study of education. Founded in 1916, AERA advances understanding about education, encourages scholarly inquiry associated with education, and promotes the use of study to improve education and serve the public good. Find AERA on Facebookand Twitter.

. This information release is available online.

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