Evaluating the Validity Evidence Surrounding the Use of Value-Added Models to Evaluate Teachers: A Systematic Review

Audrey Amrein-Beardsley, Matthew Ryan Lavery, Jessica Holloway, Margarita Pivovarova, Debbie L. Hahs-Vaughn

Research output: Contribution to journalArticlepeer-review

Abstract

Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In this systematic review, we used a framework built on the Standards of Educational and Psychological Testing (AERA et al., 2014) to examine validity evidence contained in 75 articles published in high-quality, peer-reviewed journals in which article authors supported or challenged user interpretations and uses of VAMs. Results with implications for educational policy are presented.

Original languageEnglish (US)
Article number117
JournalEducation Policy Analysis Archives
Volume31
DOIs
StatePublished - Nov 21 2023

Keywords

  • educational policy
  • school/teacher effectiveness
  • teacher evaluation
  • validity/reliability
  • value-added models

ASJC Scopus subject areas

  • Education

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