Evaluating Teacher Effectiveness: A Workshop Connecting Research to Policy and Practice
Resources
Policy
Brandt, C., Mathers, C., Oliva, M., Brown-Sims, M., & Hess, J. (2007). Examining district guidance to schools on teacher evaluation policies in the Midwest region (Issues & Answers Report, REL 2007-No. 030). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, REL Midwest. Retrieved February 19, 2009, from http://ies.ed.gov/ncee/edlabs/regions/midwest/pdf/REL_2007030.pdf
Heneman, H. G., III, Kimball, S., & Milanowski, A. (2006). The teacher sense of efficacy scale: Validation evidence and behavioral prediction (WCER Working Paper No. 2006-7). Madison: Wisconsin Center for Education Research. Retrieved February 19, 2009, from http://www.wceruw.org/publications/workingPapers/Working_Paper_No_2006_07.pdf
Heneman, H. G., III, Milanowski, A., Kimball, S. M., & Odden, A. (2006). Standards-based teacher evaluation as a foundation for knowledge- and skill-based pay (CPRE Policy Brief No. RB-45). Philadelphia: Consortium for Policy Research in Education. Retrieved February 19, 2009, from http://www.cpre.org/images/stories/cpre_pdfs/RB45.pdf
McCaffrey, D. F., Koretz, D. M., Lockwood, J. R., & Hamilton, L. S. (2004). The promise and peril of using value-added modeling to measure teacher effectiveness (Research Brief No. RB-9050-EDU). Santa Monica, CA: RAND Corporation. Retrieved February 19, 2009, from http://www.rand.org/pubs/research_briefs/2005/RAND_RB9050.pdf
McCaffrey, D. F., Lockwood, J. R., Koretz, D. M., & Hamilton, L. S. (2003). Evaluating value-added models for teacher accountability. Santa Monica, CA: RAND Corporation. Retrieved February 19, 2009, from http://www.rand.org/pubs/monographs/2004/RAND_MG158.pdf
Murnane, R. J., & Steele, J. L. (2007). What is the problem? The challenge of providing effective teachers for all children. The Future of Children, 17(1), 15-43. Retrieved February 19, 2009, from http://www.futureofchildren.org/usr_doc/7_02.pdf
Office of Postsecondary Education. (2003). Meeting the highly qualified teachers challenge: The secretary’s second annual report on teacher quality. Washington, DC: U.S. Department of Education. Retrieved February 19, 2009, from http://www.ed.gov/about/reports/annual/teachprep/2003title-ii-report.pdf
Office of Postsecondary Education. (2005). A highly qualified teacher in every classroom: The secretary’s fourth annual report on teacher quality. Washington, DC: U.S. Department of Education. Retrieved February 19, 2009, from http://www.ed.gov/about/reports/annual/teachprep/2005Title2-Report.pdf
Porter, A. C., Kirst, M. W., Osthoff, E. J., Smithson, J. L., & Schneider, S. A. (1993). Reform up close: An analysis of high school mathematics and science classrooms (Final report to the National Science Foundation). Madison, WI: Consortium for Policy Research in Education. (ERIC Document Reproduction Service No. ED364429). Retrieved February 19, 2009, from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/13/39/3c.pdf
Rice, J. K. (2003). Executive summary and Introduction. In J. K. Rice, Teacher quality: Understanding the effectiveness of teacher attributes (pp. v-vii and 1-7). Washington, DC: Economic Policy Institute. Retrieved February 19, 2009, from http://www.epi.org/page/-/old/books/teacher_quality_exec_summary.pdf
The Teaching Commission. (2004). Teaching at risk: A call to action. New York: Author. Retrieved February 19, 2009, from http://ftp.ets.org/pub/corp/ttcreport.pdf
Research
Amrein-Beardsley, A. (2008). Methodological concerns about the education value-added assessment system. Educational Researcher, 37(2), 65-75.
Bracey, G. W. (2004). Value-added assessment findings: Poor kids get poor teachers. Phi Delta Kappan, 86, 331-333.
Braun, H. I. (2005). Using student progress to evaluate teachers: A primer on value-added models. Princeton, NJ: Educational Testing Service, Policy Information Center. Retrieved February 19, 2009, from http://www.ets.org/Media/Research/pdf/PICVAM.pdf
Cavalluzzo, L. C. (2004). Is National Board certification an effective signal of teacher quality? (Report No. IPR 11204). Alexandria, VA: The CNA Corporation. Retrieved February 19, 2009, from http://www.cna.org/documents/cavaluzzostudy.pdf
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness (NBER Working Paper No. 11936). Cambridge, MA: National Bureau of Economic Research.
Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? (CRPE Working Paper No. 2004-6). Seattle, WA: Center on Reinventing Public Education. Retrieved February 19, 2009, from http://www.crpe.org/cs/crpe/download/csr_files/wp_crpe6_nbptsoutcomes_apr04.pdf
Hakel, M. D., Koenig, J. A., & Elliott, S. W. (Eds.). (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: National Academies Press.
Harris, D. N., & Rutledge, S. A. (2007). Models and predictors of teacher effectiveness: A review of the literature with lessons from (and for) other occupations. Madison, WI: Teacher Quality Research. Retrieved February 19, 2009, from http://www.teacherqualityresearch.org/models.pdf
Harris, D. N., & Sass, T. R. (2008). Teacher training, teacher quality, and student achievement (CALDER Working Paper No. 3). Washington, DC: National Center for Analysis of Longitudinal Data in Education Research. Retrieved February 19, 2009, from http://www.caldercenter.org/PDF/1001059_Teacher_Training.pdf
Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2006). What does certification tell us about teacher effectiveness? Evidence from New York City (NBER Working Paper No. W12155). Cambridge, MA: National Bureau of Economic Research. Retrieved February 19, 2009, from http://gseweb.harvard.edu/news/features/kane/nycfellowsmarch2006.pdf
Kupermintz, H. (2002). Teacher effects as a measure of teacher effectiveness: Construct validity considerations in TVAAS (Tennessee Value-Added Assessment System) (CSE Technical Report No. 563). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Lockwood, J. R., McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Le, V.-N., & Martinez, J. F. (2007). The sensitivity of value-added teacher effect estimates to different mathematics achievement measures. Journal of Educational Measurement, 44(1), 47-67.
McColskey, W., Stronge, J. H., Ward, T. J., Tucker, P. D., Howard, B., Lewis, K., et al. (2005). Teacher effectiveness, student achievement, and National Board certified teachers: A comparison of National Board certified teachers and non-National Board certified teachers: Is there a difference in teacher effectiveness and student achievement? Arlington, VA: National Board for Professional Teaching Standards. Retrieved February 19, 2009, from http://www.nbpts.org/UserFiles/File/Teacher_Effectiveness_Student_Achievement_and_National_Board_Certified_Teachers_D_-_McColskey.pdf
National Association of State Boards of Education. (2005). Evaluating value-added: Findings and recommendations from the NASBE study group on value-added assessments. Alexandria, VA: Author. [A synopsis appears at http://www.naesp.org/resources/2/Research_Roundup/2006/RR2006v22n4a1.pdf]
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. Retrieved February 19, 2009, from http://edpro.stanford.edu/Hanushek/admin/pages/files/uploads/teachers.econometrica.pdf
Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247-252.
Rothstein, J. (2009). Student sorting and bias in value added estimation: Selection on observables and unobservables (NBER Working Paper No. 14666). Cambridge, MA: National Bureau of Economic Research.
Sanders, W. L., Ashton, J. J., & Wright, S. P. (2005). Comparison of the effects of NBPTS certified teachers with other teachers on the rate of student academic progress. Arlington, VA: National Board for Professional Teaching Standards. Retrieved February 19, 2009, from http://www.nbpts.org/UserFiles/File/SAS_final_NBPTS_report_D_-_Sanders.pdf
Stone, J. E. (2002). The value-added achievement gains of NBPTS-certified teachers in Tennessee: A brief report (ECF Education Brief). Arlington, VA: Education Consumers Foundation. Retrieved February 19, 2009, from http://www.education-consumers.org/briefpdfs/2.5-certified_teachers.pdf
Vandevoort, L. G., Amrein-Beardsley, A., & Berliner, D. C. (2004). National Board certified teachers and their students’ achievement. Education Policy Analysis Archives, 12(46). Retrieved February 19, 2009, from http://epaa.asu.edu/epaa/v12n46/v12n46.pdf
White, B. (2004). The relationship between teacher evaluation scores and student achievement: Evidence from Coventry, RI (CPRE-UW Working Paper No. TC-04-04). Madison, WI: Consortium for Policy Research in Education. Retrieved February 19, 2009, from http://cpre.wceruw.org/papers/CoventryAERA04.pdf
Practice
Betebenner, D. (2004). An analysis of school district data using value-added methodology (CSE Technical Report No. 622). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Retrieved February 19, 2009, from http://www.cse.ucla.edu/products/reports/r622.pdf
Coggshall, J. (2007) Communication framework for measuring teacher quality and effectiveness: Bringing coherence to the conversation. Washington, DC: National Comprehensive Center for Teacher Quality. http://www.tqsource.org/publications/NCCTQCommFramework.pdf
Goe, L., Bell, C., Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. Washington, DC: National Comprehensive Center for Teacher Quality. http://www.tqsource.org/publications/EvaluatingTeachEffectiveness.pdf
Gordon, R., Kane, T. J., & Staiger, D. O. (2006). Identifying effective teachers using performance on the job (Hamilton Project Discussion Paper 2006-01). Washington, DC: The Brookings Institution. Retrieved February 19, 2009, from http://www.brookings.edu/~/media/Files/rc/papers/2006/04education_gordon/200604hamilton_1.pdf
Junker, B., Weisberg, Y., Matsumura, L. C., Crosson, A., Wolf, M. K., Levison, A., et al. (2006). Overview of the instructional quality assessment (CSE Technical Report No. 671). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Retrieved February 19, 2009, from http://www.cse.ucla.edu/products/reports/r671.pdf
Matsumura, L. C., & Pascal, J. (2003). Teachers’ assignments and student work: Opening a window on classroom practice (CSE Technical Report No. 602). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Retrieved February 19, 2009, from http://www.cse.ucla.edu/products/reports/r602.pdf
McCaffrey, D. F., & Hamilton, L. S. (2007). Value-added assessment in practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project. Santa Monica, CA: RAND Corporation. Retrieved February 19, 2009, from http://www.rand.org/pubs/technical_reports/2007/RAND_TR506.sum.pdf
Millett, C. M., Stickler, L. M., Payne, D. G., & Dwyer, C. A. (2007). A culture of evidence: Critical features of assessments for postsecondary student learning. Princeton, NJ: Educational Testing Service. Retrieved February 19, 2009, from http://www.ets.org/Media/Resources_For/Higher_Education/pdf/4418_COEII.pdf
New Mexico 3-Tier Licensure Implementation Teacher Training Work Group. (2005). A handbook on annual evaluation for New Mexico teachers holding a level 1 license. Retrieved February 19, 2009, from http://www.teachnm.org/docs/EvalHandbookI_9.27.05.pdf
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2006a). Classroom assessment scoring system (CLASS) manual, pre-K. Baltimore: Brookes.
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2006b). Classroom assessment scoring system (CLASS) manual, K-3. Baltimore: Brookes.
Tucker, P. D., & Stronge, J. H. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Watson, A., & De Geest, E. (2005). Principled teaching for deep progress: Improving mathematical learning beyond methods and materials. Educational Studies in Mathematics, 58(2), 209-234.
Webster, W. J. (2005). The Dallas school-level accountability model: The marriage of status and value-added approaches. In R. W. Lissitz (Ed.), Value added models in education: Theory and applications (pp. 233-271). Maple Grove, MN: JAM Press.
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