论文信息 - How Stable Are Value-Added Estimates across Years, Subjects and Student Groups? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 3.

How Stable Are Value-Added Estimates across Years, Subjects and Student Groups? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 3.

HIGHLIGHTS • A teacher's value-added score in one year is partially but not fully predictive of her performance in the next. • Value-added is unstable because true teacher performance varies and because value-added measures are subject to error. • Two years of data do a meaningfully better job at predicting value added than just one. • A teacher's value added in one subject is only partially predictive of her value added in another, and a teacher's value added for one group of students is only partially predictive of her valued added for others. • The variation of a teacher's value added across time, subject, and student population depends in part on the model with which it is measured and the source of the data that is used. • Year-to-year instability suggests caution when using value-added measures to make decisions for which there are no mechanisms for re-evaluation and no other sources of information.

Susanna Loeb | Christopher A. Candelaria

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