Rethinking Value-Added Models in Education: Critical Perspectives on Tests and Assessment-Based
- 3 years ago
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Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet ignored by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and education. Importantly, their unintended consequences are not yet recognized.The mission of this book is to shed light on these issues thereby improving states Race-to-the-Top (RttT) reform proposals.
Since passage of the of No Child Left Behind Act in 2001, academic researchers, econometricians, and statisticians have been exploring various analytical methods of documenting students academic progress over time. Known as value-added models (VAMs), these methods are meant to measure the value a teacher or school adds to student learning from one year to the next. To date, however, there is very little evidence to support the trustworthiness of these models. What is becoming increasingly evident, yet ignored by policymakers, is that VAMs are 1) unreliable, 2) invalid, 3) nontransparent, 4) unfair, 5) fraught with measurement errors and 6) inappropriately used to make consequential decisions regarding such things as teacher pay, retention, and education. Importantly, their unintended consequences are not yet recognized.The mission of this book is to shed light on these issues thereby improving states Race-to-the-Top (RttT) reform proposals.