Impact of Value-Added Modeling Decisions on Teacher Performance Ratings

• In Event: Roundtable Session 19
  In Roundtable Session: Measuring Teacher Effectiveness: Various Approaches to Identifying Successful Instruction

Abstract

The practical impact of value-added modeling choices on teacher performance ratings is investigated. While rank orderings derived from different models tend to be highly correlated, the number of teachers moving between quartiles of performance or changing effectiveness ratings can vary considerably. Of greater concern, however, is the instability observed from one year to the next, with low and even negative correlations between teacher rank orderings. Movement of teachers between quartiles in consecutive years is far greater than that observed when comparing modeling conditions. Under the suggested teacher effectiveness rating scheme, nearly half of teachers change ratings from one year to the next. This is a significant result that should be considered by all stakeholders in teacher evaluation.

Authors

• Paula Cunningham, Grinnell Metrics, Inc.

• Catherine Welch, University of Iowa

• Stephen B. Dunbar, University of Iowa