Value-Added Measures of Teacher Performance

March 30, 2011

Measures of teacher quality based on value-added models of student achievement are coming – but should they?  Value-added models – known as VAMs – are gaining increasing acceptance among policymakers as a possible improvement over conventional indicators based on classroom observations, educational attainment, or experience. MSU researchers Cassie Guarino, Mark Reckase and Jeff Wooldridge have a federal grant to evaluate and identify which commonly-used value-added models VAMs accurately estimate the effects of teachers, schools and instructional practices.  Their  Value-Added Measures of Teacher Performance working paper includes a detailed discussion of the issues and their preliminary findings . One sentence in their conclusion stands out: “Clearly, although value-added measures of teacher performance hold some promise, more research is needed before they can confidently be implemented in policies.”

About reimannc

Chris Reimann serves as the director of communications and policy research for the CREATE for STEM Institute, a research and innovation collaboration between the colleges of education, natural science, engineering, and Lyman Briggs.