To link to the “Top 15″ suggested research articles, click here. To link to the “Top 25″ suggested research articles, click here. To link to all suggested research articles, books, etc., click here. To also see a related list published by the American Educational Research Association (AERA), click here.

1. American Educational Research Association (AERA) Council. (2015). AERA statement on use of value-added models (VAM) for the evaluation of educators and educator preparation programs. Educational Researcher, X(Y), 1-5. doi:10.3102/0013189X15618385
2. Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65-75. doi:10.3102/0013189X08316420
3. Ballou, D., Sanders, W. L., & Wright, P. (2004). Controlling for student background in value-added assessment of teachers. Journal of Educational and Behavioral Statistics, 29(1), 37-65. doi:10.3102/10769986029001037
4. Ballou, D., & Springer, M. G. (2015). Using student test scores to measure teacher performance: Some problems in the design and implementation of evaluation systems. Educational Researcher, 44(2), 77-86. doi:10.3102/0013189X15574904
5. Blazar, D., Litke, E., & Barmore, J. (2016). What does it mean to be ranked a ‘‘high’’ or ‘‘low’’ value-added teacher? Observing differences in instructional quality across districts. American Educational Research Journal, 53(2), 324–359.  doi:10.3102/0002831216630407
6. Braun, H. (2015). The value in value-added depends on the ecology. Educational Researcher, 44(2), 127-131. doi:10.3102/0013189X15576341
7. Briggs, D. & Weeks, J. (2011). The persistene of school-level value-added. Journal of Educational and Behavioral Statistics, 36(5), 616-637. doi: 10.3102/1076998610396887
8. Briggs, D. & Domingue, B. (2013). The gains from vertical scaling. Journal of Educational and Behavioral Statistics, 38(6), 551-576. doi: 10.3102/1076998613508317
9. Broatch, J., & Lohr, S. L. (2012). Multidimensional assessment of value added by teachers to real-world outcomes. Journal of Educational and Behavioral Statistics, 37(2), 256–277. doi:10.3102/1076998610396900
10. Castellano, K., Rabe-Hesketh, S., & Skrondal, A. (2013). Composition, context, and endogeneity in school and teacher comparisons. Journal of Educational and Behavioral Statistics, 39(5), 333-367. doi: 10.3102/1076998614547576
11. Darling-Hammond, L. (2015). Can value-added add value to teacher evaluation? Educational Researcher, 44(2), 132-137. doi:10.3102/0013189X15575346
12. Goldhaber, D. (2015). Exploring the potential of value-added performance measures to affect the quality of the teacher workforce. Educational Researcher, 44(2), 87-95. doi:10.3102/0013189X15574905
13. Goldhaber, D. D., Goldschmidt, P., & Tseng, F. (2013). Teacher value-added at the high-school level: Different models, different answers? Educational Evaluation and Policy Analysis, 35(2), 220-236. doi:10.3102/0162373712466938
14. Goldring, E., Grissom, J. A., Rubin, M., Neumerski, C. M., Cannata, M., Drake, T., & Schuermann, P. (2015). Make room value-added: Principals’ human capital decisions and the emergence of teacher observation data. Educational Researcher, 44(2), 96-104. doi:10.3102/0013189X15575031
15. Grossman, P., Cohen, J., Ronfeldt, M., & Brown, L. (2014). The test matters: The relationship between classroom observation scores and teacher value added on multiple types of assessment. Educational Researcher, 43(6), 293–303 doi:10.3102/0013189X14544542
16. 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. doi:10.3102/0013189X15576142
17. Harris, D. N., Ingle, W. K., & Rutledge, S. A. (2014). How teacher evaluation methods matter for accountability: A comparative analysis of teacher effectiveness ratings by principals and teacher value-added measures. American Educational Research Journal, 51(1), 73-112. doi:10.3102/0002831213517130
18. Hill, H. C., Kapitula, L., & Umland, K. (2011). A validity argument approach to evaluating teacher value-added scores. American Educational Research Journal, 48(3), 794-831. doi:10.3102/0002831210387916
19. Jacob, B. A. (2011). Do principals fire the worst teachers? Educational Evaluation and Policy Analysis, 33(4), 403-434. doi:10.3102/0162373711414704
20. Jiang, J. Y., Sporte, S. E., & Luppescu, S. (2015). Teacher perspectives on evaluation reform: Chicago’s REACH students. Educational Researcher, 44(2), 105-116. doi:10.3102/0013189X15575517
21. Jones, N. D., Buzick, H. M., & Turkan, S. (2013). Including students with disabilities and English learners in measures of educator effectiveness. Educational Researcher, 42(4), 234-241. doi:10.3102/0013189X12468211
22. Karl, A. T., Yang, Y., & Lohr, S. L. (2013). A correlated random effects model for nonignorable missing data in value-added assessment of teacher effects. Journal of Educational and Behavioral Statistics, 38(6), 577-603.
23. 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. doi:10.3102/0013189X07306557
24. Kupermintz, H. (2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee Value-Added Assessment System (TVAAS). Educational Evaluation and Policy Analysis, 25(3), 287-298. doi:10.3102/01623737025003287
25. Lefgren, L., & Sims, D. (2012). Using subject test scores efficiently to predict teacher value-added. Educational Evaluation and Policy Analysis, 34(1), 109-121. doi:10.3102/0162373711422377
26. Loeb, S., Soland, J., & Fox, J. (2015). Is a good teacher a good teacher for all? Comparing value-added of teachers with English learners and non-English learners. Educational Evaluation and Policy Analysis, 36(4), 457–475. doi: 10.3102/0162373714527788
27. Martineau, J. (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. doi:10.3102/10769986031001035
28. McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004). Models for value-added modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29(1), 67-101. doi:10.3102/10769986029001067
29. Moore Johnson, S. (2015). Will VAMS reinforce the walls of the egg-crate school? Educational Researcher, 44(2), 117-126. doi:10.3102/0013189X15573351
30. Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257. doi:10.3102/01623737026003237
31. Papay, J. P. (2010). Different tests, different answers: The stability of teacher value-added estimates across outcome measures. American Educational Research Journal, 48(1), 163-193. doi:10.3102/0002831210362589
32. Paufler, N. A., & Amrein-Beardsley, A. (2013). The random assignment of students into elementary classrooms: Implications for value-added analyses and interpretations. American Educational Research Journal, 51(2), 328-362. doi:10.3102/0002831213508299
33. Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis. doi:10.3102/0162373714531851
34. 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. doi:10.3102/10769986029001121
35. Raudenbush, S. W. (2015). Value added: A case study in the mismatch between education research and policy. Educational Researcher, 44(2), 138-141. doi:10.3102/0013189X15575345
36. Reckase, M. D. (2004). The real world is more complicated than we would like. Journal of Educational and Behavioral Statistics, 29(1), 117-120. doi:10.3102/10769986029001117
37. 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. doi:10.3102/10769986029001103
38. Schochet, P. Z., & Chiang, H. S. (2013). What are error rates for classifying teacher and school performance using value-added models? Journal of Educational and Behavioral Statistics, 38(2), 142-171. doi:10.3102/1076998611432174
39. Tekwe, C. D., Carter, R. L., Ma, C., Algina, J., Lucas, M. E., Roth, J., Ariet, M., Fisher, T., & Resnick, M. B. (2004). An empirical comparison of statistical models for value-added assessment of school performance. Journal of Educational and Behavioral Statistics, 29(1), 11-36. doi:10.3102/10769986029001011
40. Winters, M. A., & Cowen, J. M. (2013). Who would stay, who would be dismissed? An empirical consideration of value-added teacher retention policies. Educational Researcher, 42(6), 330–337. doi:10.3102/0013189X13496145