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.
- 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
- Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65-75. doi:10.3102/0013189X08316420
- 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
- 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
- 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
- Braun, H. (2015). The value in value-added depends on the ecology. Educational Researcher, 44(2), 127-131. doi:10.3102/0013189X15576341
- 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
- Briggs, D. & Domingue, B. (2013). The gains from vertical scaling. Journal of Educational and Behavioral Statistics, 38(6), 551-576. doi: 10.3102/1076998613508317
- 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
- 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
- Darling-Hammond, L. (2015). Can value-added add value to teacher evaluation? Educational Researcher, 44(2), 132-137. doi:10.3102/0013189X15575346
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Jacob, B. A. (2011). Do principals fire the worst teachers? Educational Evaluation and Policy Analysis, 33(4), 403-434. doi:10.3102/0162373711414704
- 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
- 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
- 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.
- 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
- 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
- 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
- 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
- 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
- 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
- Moore Johnson, S. (2015). Will VAMS reinforce the walls of the egg-crate school? Educational Researcher, 44(2), 117-126. doi:10.3102/0013189X15573351
- 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
- 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
- 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
- Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis. doi:10.3102/0162373714531851
- 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
- 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
- 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
- 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
- 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
- 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
- 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