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How Does a Value-Added Model Compare to the Colorado Growth Model?

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Listed:
  • Elias Walsh
  • Eric Isenberg

Abstract

This working paper compares teacher evaluation scores from a typical value-added model with results from the Colorado Growth Model (CGM) and finds that use of the CGM in place of a value-added model depresses the evaluation scores for teachers with more English language learner students and increases the evaluation scores for teachers of low-achieving students.

Suggested Citation

  • Elias Walsh & Eric Isenberg, 2013. "How Does a Value-Added Model Compare to the Colorado Growth Model?," Mathematica Policy Research Reports e703eea3252e43d39fee791e5, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:e703eea3252e43d39fee791e5b7b8585
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    File URL: https://www.mathematica.org/-/media/publications/pdfs/education/value_added_colorado.pdf
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    References listed on IDEAS

    as
    1. Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
    2. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2014. "Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates," American Economic Review, American Economic Association, vol. 104(9), pages 2593-2632, September.
    3. Heinrich Hock & Eric Isenberg, "undated". "Methods for Accounting for Co-Teaching in Value-Added Models," Mathematica Policy Research Reports e53ebf9f792e48dca345a4bba, Mathematica Policy Research.
    4. Cory Koedel & Mark Ehlert & Eric Parsons & Michael Podgursky, 2012. "Selecting Growth Measures for School and Teacher Evaluations," Working Papers 1210, Department of Economics, University of Missouri.
    5. Richard K. Mansfield, 2015. "Teacher Quality and Student Inequality," Journal of Labor Economics, University of Chicago Press, vol. 33(3), pages 751-788.
    6. Steven Glazerman & Jeffrey Max, "undated". "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers?," Mathematica Policy Research Reports b5869da6f9a54ef09fcd97be7, Mathematica Policy Research.
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    2. P. Givord & M. Suarez Castillo, 2019. "Excellence for all? Heterogeneity in high-schools’ value-added," Documents de Travail de l'Insee - INSEE Working Papers g2019-14, Institut National de la Statistique et des Etudes Economiques.
    3. Steven Glazerman & Dallas Dotter, "undated". "Market Signals: Evidence on the Determinants and Consequences of School Choice from a Citywide Lottery," Mathematica Policy Research Reports fb9c3ca046294636aa526d7c1, Mathematica Policy Research.
    4. Roberto V. Penaloza & Mark Berends, 2022. "The Mechanics of Treatment-effect Estimate Bias for Nonexperimental Data," Sociological Methods & Research, , vol. 51(1), pages 165-202, February.
    5. Gary Henry & Roderick Rose & Doug Lauen, 2014. "Are value-added models good enough for teacher evaluations? Assessing commonly used models with simulated and actual data," Investigaciones de Economía de la Educación volume 9, in: Adela García Aracil & Isabel Neira Gómez (ed.), Investigaciones de Economía de la Educación 9, edition 1, volume 9, chapter 20, pages 383-405, Asociación de Economía de la Educación.

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    More about this item

    Keywords

    Colorado; Value-Added Growth Model; Education ; Working Paper 22;
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