Anticipating and Incorporating Stakeholder Feedback when Developing Value-Added Models

Anticipating and Incorporating Stakeholder Feedback when Developing Value-Added Models

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State and local education agencies across the United States are increasingly adopting rigorous teacher evaluation systems.Most systems formally incorporate teacher performance as measured by student test-score growth, sometimes by state mandate.An important consideration that will influence the long-term persistence and efficacy of these systems is taylor te400 stakeholder buy-in, including buy-in from teachers.In this study we document common questions from teachers about value-added measures and provide research-based responses to these questions.

The questions come from teachers in Baltimore City Public Schools, who are evaluated catherine lansfield ombre rainbow clouds eyelet curtains using a combined measure of which value-added is one component.We focus on teacher questions about value-added because value-added generates the most concern from teachers.We also connect teacher concerns about value-added to other components of the evaluation system, such as classroom observations, although at present these other components have not garnered as much attention from teachers.