This chapter reviews and synthesizes the research literature on teacher value added. In the
context of models that estimate teacher value added to student achievement in US …

Teacher evaluation is presented as an object of study of great interest, where multiple efforts
converge to establish models from the association of heterogeneous data from academic …

There is mounting evidence of substantial “teacher quality gaps”(TQGs) between
advantaged and disadvantaged students but practically no empirical evidence about their …

Nearly two dozen states now administer online exams to deliver testing to K-12 students.
These tests have real consequences: their results feed into accountability systems, which …

We study how the introduction of a rigorous teacher evaluation system in a large urban
school district affects the quality composition of teacher turnovers. With the implementation …

Studies of the charter sector typically compare charters and traditional public schools at a
point in time. These comparisons are potentially misleading, because many charter‐related …

We used survey and administrative data from Washington State to assess the degree to
which special education teacher preparation, district literacy instructional practices, and the …

Advocates of teacher value-added modelling (VAM) argue that this technique can provide
evidence on teacher effectiveness to inform teacher policies and broader education system …

We use panel data in Washington State to study the extent to which teacher assignments
between fourth and eighth grade explain gaps between advantaged and disadvantaged …

Despite little attention or exposure in the evaluation literature, the two SAS® EVAAS®
models for estimating teacher effectiveness are used by several states and districts, in some …