Examining the Association of Value-Added Teacher Evaluation Criteria and Student Achievement

• In Event: AERA Poster Session 7
  In Poster Session: Division L Section 7 Poster Session (San Diego)

Abstract

Race to the Top (RTTT) helped spur rapid growth in value-added models (VAM) of teacher evaluation, which incorporate data on students’ standardized test scores in teacher evaluation. The increased focus on preparing students for standardized tests has shown mixed results on students’ test performance. Using a difference-in-differences (DID) analysis, this study examines the effect of implementing value-added teacher evaluation criteria on students’ math and ELA test scores. The findings provide evidence that the mere implementation of VAMs does not result in gains in ELA and math test scores and suggest that it may in fact exert negative effects on student achievement, although these effects become less significant as more years pass after implementation

Author

• Joseph Elefante, Texas Tech University