TY  - BOOK
AU  - Lincove,Jane Arnold
AU  - Osborne,Cynthia
AU  - Dillon,Amanda
AU  - Mills,Nicholas
TI  - The politics and statistics of value-added modeling for accountability of teacher preparation programs
SN  - 0022-4871
AV  - LB1738 
PY  - 2014///
CY  - Los Angeles
PB  - Sage
KW  - Educational policy
KW  - School/teacher effectiveness
N2  - Despite questions about validity and reliability, the use of value-added estimation methods has moved beyond academic research into state accountability systems for teachers, schools, and teacher preparation programs (TPPs). Prior studies of value-added measurement for TPPs test the validity of researcher-designed models and find that measuring differences across programs is difficult. This study is the first to examine the reliability and usefulness of a value-added model for TPPs developed through a collaborative stakeholder process and mandated by state law for use in accountability. Based on the experience of developing a test-based metric for Texas TPPs, our results suggest that although value-added results are statistically robust, accountability status for individual programs is very sensitive to decisions about accountability criteria, the selection of teachers, and the selection of control variables
UR  - https://doi.org/10.1177/0022487113504108
ER  -