Relating Mathematics Teachers' Value-Added Scores to Teacher Knowledge, Instructional Quality, and a Project-Developed Student Learning Measure

• In Event: Measuring Growth: The Challenges, Possibilities, and Political Implications of Measuring Teacher Effectiveness

Abstract

Teacher value-added estimates (VAEs) are increasingly part of state and district accountability systems. Yet their precision and validity are still being investigated. In this study we related 5th grade mathematics teachers VAEs (N = 56) to their scores on two knowledge measures, the Classroom-Video-analysis (CVA) and Mathematics Knowledge for Teaching (MKT) instruments, an instructional quality rubric applied to teachers’ videotaped classroom lessons, and student learning gains on a project-developed quiz. Analyses indicated that teacher knowledge scores significantly, predicted student learning but not instructional quality, while teacher VAEs were significantly, moderately associated with instructional quality and student gains on the project quiz, but not teacher knowledge. Results provide some evidence for the validity of teacher VAEs, but also suggest potential confounds.

Authors

• Nicole B. Kersting, The University of Arizona

• Mei-Kuang Chen, The University of Arizona

• Taliesin Sutton, The University of Arizona

• Jared Boulds, The University of Arizona

• James W. Stigler, University of California - Los Angeles