Bibliography: Selected Resources Related to Measuring Effectiveness of Teachers in Tested...

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Bibliography:
Selected Resources Related to Measuring Effectiveness of Teachers in Tested Grades in Subjects
Alliance for Excellent Education. (2008, March). Measuring and improving the effectiveness of high
school teachers. Washington, DC: Author.
Amrein-Beardsley, A. (2008). Methodological concerns about the education value-added assessment
system. Educational Researcher, 37(2), 65–75. Retrieved from
http://proquest.umi.com/pqdweb?did=1447864391&sid=3&Fmt=3&clientId=47400&RQT=309&
VName=PQD
Andrejko, L. (2004). Value-added assessment: A view from a practitioner. Journal of Educational and
Behavioral Statistics, 29(1), 7–9.
Assessment and Accountability Comprehensive Center (AACC). (2011, May). Strategies for measuring
teacher effectiveness across all grade and content areas: A system of measures intended to be
used in strategic combination. Draft report for AACC. San Francisco: WestEd.
Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., . . . Shepard, L. A.
(2010, August). Problems with the use of student test scores to evaluate teachers (Briefing Paper
#278). Washington, DC: Economic Policy Institute. Retrieved from
http://www.epi.org/publication/bp278/
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.
Betebenner, D. (2004, March). An analysis of school district data using value-added methodology (CSE
Report 622). Los Angeles, CA: University of California, National Center for Research on
Evaluation, Standards, and Student Testing (CRESST).
Bock, R. D., Wolfe, R., & Fisher, T. H. (1996). A review and analysis of the Tennessee Value-Added
Assessment System. Nashville, TN: Office of Education Accountability.
Bratton, S. E., Jr. (1998). How we’re using value-added assessment. School Administrator, 55(11), 30–32.
Braun, H. I. (2004, December). Value-added modeling: What does due diligence require? Princeton, NJ:
Educational Testing Service.
Braun, H. I. (2005, September). Using student progress to evaluate teachers: A primer on value-added
models. Princeton, NJ: Educational Testing Service, Policy Information Center.
Buckley, K., & Marion, S. (2011, June). A survey of approaches used to evaluate educators in non-tested
grades and subjects. Retrieved from http://colegacy.org/news/wp-
content/uploads/2011/10/Summary-of-Approaches-for-non-tested-grades_7-26-11.pdf
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Burris, C. C., & Welner, K. G. (2011, July). Letter to Secretary of Education Arne Duncan concerning
evaluation of teachers and principals (NEPC Policy Memo). Boulder, CO: School of Education,
University of Colorado at Boulder.
Cantrell, S., & Scantlebury, J. (2011). Effective teaching: What is it and how is it measured?
Cantrell_&_Scantlebury,_2011.pdf
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007, September). Teacher credentials and student
achievement in high school: A cross-subject analysis with student fixed effects. Durham, NC:
Duke University, Sanford Institute of Public Policy.
Council of Chief State School Officers (CCSSO). (2011). Introduction to CCSSO’s technical expertise
exchange’s information requests. Washington, DC: Author.
Crane, J. (2002, November). The promise of value-added testing. Washington, DC: Progressive Policy
Institute.
Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Retrieved from
http://www.umatilla.k12.or.us/NCLB/Char_Danielson.htm
Darling-Hammond, L. (2010, October). Evaluating teacher effectiveness: How teacher performance
assessments can measure and improve teaching. Washington, DC: Center for American Progress.
Dosset, D., & Muñoz, M. A. (2003). Classroom accountability: A value-added methodology. Paper
presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Doran, H. C., & Lockwood, J. R. (2006). Fitting value-added models in R. Journal of Educational and
Behavioral Statistics, 31(2), 205–230.
Ferguson, R. F. (2011, February). Tripod classroom-level student perceptions as measures of teaching
effectiveness. Presented at Cambridge Education webinar.
Glazerman, S., Goldhaber, D., Loeb, S., Raudenbush, S., Staiger, D. O., & Whitehurst, G. J. (2011, April).
Passing muster: Evaluating teacher evaluation systems. Washington, DC: Brown Center on
Education Policy, The Brookings Institution.
Goe, L., Bell, C., & Little, O. (2008, June). Approaches to evaluating teacher effectiveness: A research
synthesis. Washington, DC: National Comprehensive Center for Teacher Quality.
Goe, L., & Holdheide, L. (2010, December). Measuring teacher contributions to student learning growth
for “the other 69 percent”. Washington, DC: National Comprehensive Center for Teacher
Quality.
Goe, L., & Holdheide, L. (2011, May). Evaluating all teachers: Measuring student growth in nontested
subjects and for teachers of at-risk students. Presented at National Comprehensive Center for
Teacher Quality webinar.
Goe, L., Holdheide, L., & Miller, T. (2011, May). A practical guide to designing comprehensive teacher
evaluation systems: A tool to assist in the development of teacher evaluation systems.
Washington, DC: National Comprehensive Center for Teacher Quality.
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Goldschmidt, P., & Choi, K. (2008). The practical benefits of growth models for accountability and the
limitations under NCLB. University of California, Los Angeles: CRESST.
Gordon, R. (2008, May). Value-added measures: Implications for policy & practice. Madison, WI: WCER.
Harris, D. H. (2008, June). Would accountability based on teacher value-added be smart policy? An
examination of the statistical properties and policy alternatives. Retrieved from
VAMandPolicy_DHarris.pdf
Harris, D. & Sass, T. R. (2006). Value-added models and the measurement of teacher quality. Draft report
to the Institution for Education Sciences.
Herman, J. L., Heritage, M., & Goldschmidt, P. (2011). Developing and selecting assessments of student
growth for use in teacher evaluation systems. Los Angeles, CA: University of California, National
Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Herman, J. L., Yamashiro, K., Lefkowitz, S., & Trusela, L. A. (2008, September). Exploring data use and
school performance in an urban public school district (CRESST Report 742). Los Angeles, CA:
University of California, National Center for Research on Evaluation, Standards, and Student
Testing (CRESST).
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts on student achievement: An experimental
evaluation (Working Paper 14607). Cambridge: National Bureau of Economic Research.
Retrieved from http://www.dartmouth.edu/~dstaiger/Papers/w14607.pdf
Kelly, S., & Monczunski, L. (2007). Overcoming the volatility in school-level gain scores: A new approach
to identifying value added with cross-sectional data. Educational Researcher, 36(5), 279–287.
Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the
Tennessee Value Added Assessment System. Educational Evaluation and Policy Analysis, 25(3),
287–298.
Lissitz, R. (2005). Value added models in education: Theory and practice. Maple Grove, MN: JAM Press.
Lockwood, J. R., Louis, T. A., & McCaffrey, D. F. (2002). Uncertainty in rank estimation: Implications for
value-added modeling accountability systems. Journal of Educational and Behavioral Statistics,
27(3), 255–270.
Marion, S., & Buckley, K. (2011, September). Approaches and considerations for incorporating student
performance results from “non-tested” grades and subjects into educator effectiveness
determinations. Retrieved from
http://www.nciea.org/publications/Considerations%20for%20nontested%20grades_SMKB2011.
pdf
Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in
education: Evidence from recent RAND research. Santa Monica, CA: RAND Corporation.
Martineau, J. A. (2006). Distorting value added: The use of longitudinal, vertically scaled student
achievement data for growth-based, value-added accountability. Journal of Educational and
Behavioral Statistics, 31(1), 35–62.
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McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004a). Models for value-added
modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29(1), 67–101.
McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004b). Let’s see more empirical
studies on value-added modeling of teacher effects: A reply to Raudenbush, Rubin, Stuart and
Zanutto, and Reckase. Journal of Educational and Behavioral Statistics, 29(1), 139–143.
Measures of Effective Teaching (MET) Project. (2010a, June). Working with teachers to develop fair and
reliable measures of effective teaching. Seattle, WA: Bill & Melinda Gates Foundation. Retrieved
from http://www.metproject.org/downloads/met-framing-paper.pdf
Measures of Effective Teaching (MET) Project. (2010b, October). Danielson’s framework for teaching for
classroom observations. Seattle, WA: Bill & Melinda Gates Foundation.
Measures of Effective Teaching (MET) Project. (2010c, December). Learning about teaching: Initial
findings from the Measures of Effective Teaching Project. Seattle, WA: Bill & Melinda Gates
Foundation. Retrieved from http://www.metproject.org/downloads/Preliminary_FindingsResearch_Paper.pdf
Measures of Effective Teaching (MET) Project. (2010d, December). Learning about teaching: Initial
findings from the Measures of Effective Teaching Project (Policy Brief). Seattle, WA: Bill &
Melinda Gates Foundation.
Measures of Effective Teaching (MET) Project. (2011, November). Title. Retrieved from
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Measures of Effective Teaching (MET) Project. (2012). Gathering feedback for teaching: Combining high
quality observations with student surveys and achievement gains. Seattle, WA: Bill & Melinda
Gates Foundation. Retrieved from
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Meyer, R. H. (2000, June). Value-added indicators: A powerful tool for evaluating science and
mathematics programs and policies (NISE Brief Vol.3, No. 3). Madison, WI: National Institute for
Science Education.
Meyer, R. H., & Dokumaci, E. (2009, December). Value-added models and the next generation of
assessments. Paper presented at the Exploratory Seminar: Measurement Challenges Within the
Race to the Top Agenda.
National Academy of Education. (2011). Improving teacher quality and distribution (Education Policy
Briefing Sheet). Washington, DC: Author
National Association of State Boards of Education. (2005, October). Evaluating value added: Findings
and recommendations from the NASBE study group on value-added assessments: Executive
Summary. Alexandria, VA: Author.
National Council on Measurement in Education (NCME). (2011, June). Newsletter 19(2).
National Council on Teacher Quality. (2011, October). State of the states: Trends and early lessons on
teacher evaluation and effectiveness policies. Washington, DC: Author.
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New York State Department of Education. (2011). Appendix A: The framework for teaching (2011 revised
edition). New York, NY: Author.
Pennsylvania Clearinghouse for Education Research (PACER). (2011, September). Teacher effectiveness:
The national picture and Pennsylvania context (Issue Brief). Philadelphia, PA: Author.
Potemski, A., Baral, M., & Meyer, C. (2011, May). Alternative measures of teacher performance (Policyto-Practice Brief). Washington, DC: National Comprehensive Center for Teacher Quality.
Rabinowitz, S. (2011). Reliable and valid indicators to support the measurement of educator
effectiveness. Presented at AACC NEI Educator Effectiveness Webinar.
Rabinowitz, S. (2011, January). Measuring student growth. Presented at Measuring Educator
Effectiveness to Improve Teaching and Learning, Phoenix, AZ.
Raudenbush, S. W. (2004). What are value-added models estimating and what does this imply for
statistical practice? Journal of Educational and Behavioral Statistics, 29(1), 121–129.
Raudenbush, S. & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods,
Second Edition. London: Sage.
Reckase, M. D. (2004). The real world is more complicated than we would like. Journal of Educational
and Behavioral Statistics, 29(1), 117–120.
Rockoff, J. E. (2003, March). The impact of individual teachers on student achievement: Evidence from
panel data. American Economic Review, Papers and Proceedings, May 2004.
Rockoff, J. E., & Speroni, C. (2011). Subjective and objective evaluations of teacher effectiveness:
Evidence from New York City. Labour Economics, 18, 687–696.
Rothstein, J. (2007). Do value-added models add value? Tracking, fixed effects, and causal inference.
Cambridge, MA: National Bureau for Economic Research.
Rothstein, J. (2009, January). Student sorting and bias in value added estimation: Selection on
observables and unobservables. Princeton, NJ: Princeton University, Industrial Relations Section.
Rowan, B., Correnti, R., & Miller, R. J. (2002, November). What large-scale, survey research tells us about
teacher effects on student achievement: Insights from the Prospects study of elementary schools
(CPRE Research Report Series RR-051). Philadelphia, PA: CPRE Publications, Graduate School of
Education, University of Pennsylvania.
Rubin, D. B., Stuart, E. A, & Zanutto, E. L. (2004). A potential outcomes view of value-added assessment
in education. Journal of Educational and Behavioral Statistics, 29(1), 103–116.
Rumberger, R. W., & Palardy, G. J. (2004). Multilevel models for school effectiveness research. In D.
Kaplan (Ed.), Handbook of Quantitative Methodology for the Social Sciences, 235-258. Thousand
Oaks, CA: Sage Publications.
Sanders, W. L. (1998). Value-added assessment. School Administrator, 55(11), 24–27.
Sanders, W. L. (2000). Value-added assessment from student achievement data: Opportunities and
hurdles. Journal of Personnel Evaluation in Education, 14(4), 329–339.
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Sanders, W. L. (2004, June). A summary of conclusions drawn from longitudinal analyses of student
achievement data over the past 22 years (1982–2004). Presented at the Governors Education
Symposium, Asheville, NC.
Sanders, W. L. (2006). Comparisons among various educational assessment value added models. Paper
presented at The Power of Two—National Value-Added Conference, October 16, 2006.
Sanders, W. L. (2010). EVAAS statistical models (SAS White Paper). Cary, NC: SAS Institute Inc..
Sanders, W. L., & Horn, S. P. (1994). The Tennessee Value-Added Assessment System (TVAAS): Mixedmodel methodology in educational assessment. Journal of Personnel Evaluation in Education, 8,
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Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment
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Sanders, W. L., & Rivers, J. C. (1996, November). Cumulative and residual effects of teachers on future
student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research
and Assessment Center.
Sanders, W. L., Saxton, A. M., & Horn, S. P. (1997). The Tennessee Value-Added Assessment System: A
quantitative, outcomes-based approach to educational assessment. In J. Millman (Ed.), Grading
teachers, grading schools: Is student achievement a valid evaluation measure? (pp. 137–162).
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Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Stewart, B. E. (2006). Value-added modeling: The challenge of measuring educational outcomes. New
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Thomas, B. E. (2011, February). Using student growth data in teacher evaluation. Presented at CCSSO
ASR Meeting, Atlanta, GA.
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Wake County Public School System. (2009, March). Comparison of SAS© EVAAS© results and WCPSS
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Webster, W. J. (2005). The Dallas school-level accountability model: The marriage of status and valueadded approaches. In R. W. Lissitz (Ed.), Value added models in education: Theory and
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Wright, S. P., Sanders, W. L., & Rivers, J. C. (2006). Measurement of academic growth of individual
students toward variable and meaningful standards. Cary, NC: SAS Institute, Inc. Retrieved from
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