Options of Using Student Achievement Scores to Measure Teacher Effectiveness for Leaders to Consider: Comparison Between Different Models

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Abstract

In recent years, United States policy-makers and legislators have increasingly interested in tying teacher performance with student outcomes. In some states, high-stakes teacher personnel decisions are often made based on the estimated value-added to student achievements by teachers’ input. Researchers are concerned about the use of student test scores to evaluate teachers, especially the inconsistency of teacher effectiveness report under different teacher evaluation models.The purpose of the present paper is to investigate if different methodological models (simple student growth model, covairate adjustment value-added model, mixed-effects value added model, student growth percentile model, and propensity score matching) will produce different teacher effectiveness results using a multi-years longitudinal data set of annual student achievement test scores.

Author

• Xiaobin Dai, Bowling Green State University