Value-Added Evaluation of Teacher Preparation Programs: Sensitivity of Rankings to Model Specification

• In Event: Hilton Roundtable Session 13
  In Roundtable Session: Measurement Issues in the Implementation and Evaluation of Accountability Policy

Abstract

Value-added modeling (VAM) has been used for holding teachers, schools and programs accountable. This study examines whether teacher preparation programs (TPPs) can be ranked reliably, using aggregate graduates’ VAM scores. The approach was applied to data from a single state for novice (one to three years of experience) middle school teachers of English language arts and mathematics. Findings included: (i) TPP rankings depended on the VAM used; (ii) Even TPPs widely separated in rank had overlapping confidence intervals for mean VAM scores. The paper also addresses the multiple technical and logistic challenges in such studies, including the difficulty in obtaining data on potential confounding factors. It concludes with a recommendation for pursuing other approaches to TPP evaluation.

Author

• Henry I. Braun, Boston College