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Elementary School Data Issues for Value-Added Models: Implications for Research (Journal Article)

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  • Eric Isenberg
  • Bing-ru Teh
  • Elias Walsh

Abstract

Researchers often presume that it is better to use administrative data from grades 4 and 5 than data from grades 6 through 8 for conducting research on teacher effectiveness that uses value-added models because (1) elementary school teachers teach all subjects to their students in self-contained classrooms and (2) classrooms are more homogenous at the elementary school level.

Suggested Citation

  • Eric Isenberg & Bing-ru Teh & Elias Walsh, 2015. "Elementary School Data Issues for Value-Added Models: Implications for Research (Journal Article)," Mathematica Policy Research Reports 0b27337b097f4908a1e240342, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:0b27337b097f4908a1e240342feb3d3e
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    File URL: http://www.tandfonline.com/doi/full/10.1080/19345747.2014.974231#.VLkZNnYo7q4
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    Cited by:

    1. Helen F. Ladd & Lucy C. Sorensen, 2017. "Returns to Teacher Experience: Student Achievement and Motivation in Middle School," Education Finance and Policy, MIT Press, vol. 12(2), pages 241-279, Spring.

    More about this item

    Keywords

    Value-added ; roster confirmation ; teacher;
    All these keywords.

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