Amrein-Beardsley, A. (2008). Methodological concerns about the education value-added assessment system (EVAAS). Educational researcher, 37(2), 65-75.

An investigation of validity and methodological issues associated with the education value-added assessment system (EVAAS). EVAAS has flaws that must be addressed before widespread adoption.

 

Ballou, D., Sanders, W., & Wright, P. (2004). Controlling for student background in value-added assessment of teachers. Journal of educational and behavioral statistics, 29(1), 37-65.

The Tennessee Value-Added Assessment System measures teacher effectiveness on the basis of student gains, implicitly controlling for socioeconomic status and other background factors that influence initial levels of achievement. This research modifies the TVAAS by introducing commonly used controls for student SES and demographics.

 

Braun, H. I. (2005). Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models. Policy Information Perspective. Educational Testing Service.

Examines value-added models and concludes with advice for policymakers who are seeking to understand both the potential and the limitations inherent in using such models to evaluate teachers.

BRIEF, P. Ensuring Fair and Reliable Measures of Effective Teaching.

This brief concludes that any of the future lessons regarding teacher feedback and evaluation systems must come from educational practitioners, as states and districts innovate, assess the results, and make needed adjustments.

 

Databases: Aggregated Teacher data 2013 – 2014, jacksonville.com. (2014). Retrieved February 14, 2016, from http://jacksonville.com/content/databases-aggregated-teacher-data-2013-2014

 

Ehlert, M., Koedel, C., Parsons, E., & Podgursky, M. J. (2014). The sensitivity of value-added estimates to specification adjustments: Evidence from school-and teacher-level models in Missouri. Statistics and Public Policy, 1(1), 19-27.

This research shows how VAM models that are less aggressive in controlling for student-background and schooling-environment information systematically assign higher rankings to more-advantaged schools, and to individuals who teach at these schools.

 

Florida Department of Education. (2011).  Recommendations of the Florida Student Growth Implementation Committee: Background and Summary. Tallahassee, FL: Florida Department of Education.

 

Guarino, C. M., Reckase, M. D., & Wooldridge, J. M. (2014). Can value-added measures of teacher performance be trusted? Education Finance and Policy.

This research investigates whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. Misrepresenting dynamic relationships can exacerbate estimation problems.

 

Hannaway, J., Sass, Z. X. T., Figlio, D., & Feng, L. (2010). Value Added of Teachers in High-Poverty Schools and Lower Poverty Schools: Implications for Research, Policy, and Management. Manuscript, October, 19, 2010.

Using student-level microdata from 2000-2001 to 2004-2005 from Florida and North Carolina, this research compares the effectiveness of teachers in high poverty elementary schools with that of teachers in lower poverty elementary schools.

 

Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. The American Economic Review, 267-271.

Research on student achievement in education represents a shift from a research design that focuses on the link between student outcomes and specific teacher characteristics to a research framework that uses a less parametric approach to identify overall teacher contributions to learning. 

 

Hanushek, E. A., & Rivkin, S. G. (2012). The distribution of teacher quality and implications for policy. Annu. Rev. Econ., 4(1), 131-157.

Underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions.  Operationally, Value Added Models evaluate teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools.

 

Harris, D. N., & Herrington, C. D. (2015). Editors’ Introduction: The Use of Teacher Value-Added Measures in Schools New Evidence, Unanswered Questions, and Future Prospects. Educational Researcher, 44(2), 71-76.

This research considers perspectives from labor economics, sociology of organizations, and psychology. Teacher accountability based on teacher value-added measures could have far-reaching effects on classroom instruction and student learning, for good and for bad. The validity and reliability of the measures tell

us very little about the effects on teaching and learning that come from embedding value added into policies like teacher evaluation, tenure, and compensation.

 

Isenberg, E., Max, J., Gleason, P., Potamites, L., Santillano, R., Hock, H., & Hansen, M. (2013). Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001. Institute of Education Sciences.

Morris Publishing Group, LLC, d/b/a The Florida Times-Union,Petitioner, v. Florida Department of Education and The Florida Education Association, Respondents, No. 1D13-1376 (FL. App. 1d, 2013)

 

PISA, O. (2012). Results in Focus: What 15-year-olds know and whatthey can do with what they know. 2014-12-03. http://www.oecd.org/pisa,/keyfindings,/pisa-2012-results- overview.pdf.