Resources: Teacher evaluation, merit pay, VAM

An Analysis of the Use and Validity of Test-Based Teacher Evaluations Reported by the Los Angeles Times: 2011

Two Persistent Reformy Misrepresentations regarding VAM Estimates

Value-Added Versus Observations, Part Two: Validity

Value-Added Versus Observations, Part One: Reliability


Evaluating teacher evaluation (Darling-Hammond, et al., March 2012)


Getting Teacher Evaluation Right: A Background Paper for Policy Makers


Review of The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood


Creating Teacher Incentives for School Excellence and Equity


What Value-Added Research Does And Does Not Show


Research doesn’t back up key ed reforms


Examining the Evidence on Teacher Effectiveness


Merit Pay: The End of Innocence


5 reasons parents should oppose evaluating teachers on test scores - By Carol Burris and Kevin Welner


Leading mathematician debunks ‘value-added’


The Design of Performance Pay in Education


"This chapter analyzes the design of incentive schemes in education while reviewing empirical studies that evaluate performance pay programs for educators. Several themes emerge. First, it is difficult to use one assessment system to create both educator performance metrics and measures of student achievement. To mitigate incentives for coaching, incentive systems should employ assessments that vary in both format and item content. Separate no-stakes assessments provide more reliable information about student achievement because they create no incentives for educators to take hidden actions that contaminate student test scores. Second, relative performance schemes are rare in education even though they are more difficult to manipulate than systems built around psychometric or subjective performance standards. Third, assessment-based incentive schemes are mechanisms that complement rather than substitute for systems that promote parental choice, e.g. vouchers and charter schools."


Economist faults tying merit pay to tests


No merit in merit pay for teachers


The Crucial Missing Value in Using Value Added Modeling (VAM) for Teacher Evaluation


TEACHER INCENTIVES AND STUDENT ACHIEVEMENT:
EVIDENCE FROM NEW YORK CITY PUBLIC SCHOOLS
Roland G. Fryer
Working Paper 16850
http://www.nber.org/papers/w16850


Gratz, D.B. (2011). Review of “District Awards for Teacher Excellence Program: Final Report.” Boulder, CO: National Education Policy Center. Retrieved [date] from
http://nepc.colorado.edu/thinktank/review-district-awards.


Fact Checking Gates Claims about Reforming Teacher Corp (Rothstein)


Study: $75M teacher pay initiative did not improve achievement


Value-Added: Theory v. Practice


Problems with the use of student test scores to evaluate teachers

Due Diligence and the Evaluation of Teachers


Getting Teacher Assessment Right: What Policymakers Can Learn From Research


Review of Great Teachers and Great Leaders


Review of Learning About Teaching


The Promises and Pitfalls of Alternative Teacher Compensation Approaches


ETS Symposium on Teacher Accountability


Resources

Aguerrebere, J. A. (2008, June 11). NBPTS statement on “Assessing accomplished teaching: Advanced-level certification programs”: A report by the National Research Council of the National Academies. Arlington, VA: National Board for Professional Teaching Standards. Retrieved 22 June 2008 from http://www.nbpts.org/index.cfm?t=downloader.cfm&id=906

Darling-Hammond, L. (2002, September 6). Research and rhetoric on teacher certification: A response to "Teacher Certification Reconsidered." Education Policy Analysis Archives, 10(36). Retrieved 28 July 2009 from http://epaa.asu.edu/epaa/v10n36.html

Hakel, M. D., Koenig, J. A., & Elliott, S. W. (Eds.). (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: The National Academies Press. Retrieved 21 July 2009 from http://www.nap.edu/catalog.php?record_id=12224#toc