Understanding the Relationship Between Teacher Value-Added Scores, Instructional Quality, and Independent Measures of Student Learning

• In Event: Methodological Issues in Teacher Evaluation Policy

Abstract

This study investigates the relationship between value-added scores (VAEs) of 57 fifth grade mathematics teachers in a large urban district and their teaching practices as measured by five videotaped classroom lessons per teacher teaching a fractions unit, which were coded for instructional quality. Students of the videotaped teachers also completed a project developed fraction quiz prior to and after completing the fraction unit. We found a positive, moderate relationship (r = .45) between teacher VAEs and instructional quality that was comparable in size to the relationship we observed between student gains on the project quiz and instructional quality (r=. 50). Further investigation showed that instructional quality has most impact on VAEs for students with average incoming ability.

Authors

• Nicole B. Kersting, The University of Arizona

• Taliesin Sutton, The University of Arizona

• Crystal A. Kalinec Craig, The University of Texas - San Antonio

• Mei-Kuang Chen, The University of Arizona

• Saeideh Heshmati, The University of Arizona

• Kathleen Jablon Stoehr, The University of Arizona

• Matthew Thomas, The University of Arizona

• Gunjan Goswami, University of Arkansas