We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
The Implications of Summer Learning Loss for Value-Added Estimates of Teacher Effectiveness.
- Authors
Gershenson, Seth; Hayes, Michael S.
- Abstract
School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical implications of this problem by comparing estimates from “cross-year” VAMs with those from arguably more valid “within-year” VAMs using fall and spring test scores from the nationally representative Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K). “Cross-year” and “within-year” VAMs frequently yield significant differences that remain even after conditioning on participation in summer activities.
- Subjects
UNITED States; SUMMER learning loss; VALUE-added assessment (Education); TEACHER effectiveness; SCHOOL districts; SCHOOL year
- Publication
Educational Policy, 2018, Vol 32, Issue 1, p55
- ISSN
0895-9048
- Publication type
Article
- DOI
10.1177/0895904815625288