Estimations of Teacher Quality in High-Need Schools

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-8 - Teachers and Teaching

Abstract

The extent to which variation across schools in achievement is attributable to low quality teaching remains unclear. Value-added methodology ostensibly isolates the effect of the teacher from all other factors that influence student achievement, but debates persist over the degree to which available data and methodologies can actually accomplish this. This study focuses on a large urban school district in which teachers in the highest need schools had lower value-added scores than teachers in the district’s lower need schools. Data on a census of the core teachers of grades 3-8 and their students and schools from 2006-07 through 2010-11 will enable an investigation of the degree to which value-added scores appear to be accurate, consistent, and reliable within this district.

Author

• Dara Renee Shifrer, Rice University - Kinder Institute