000			01849nam a22002897a 4500
003			ZW-GwMSU
005			20210323125825.0
008			210323b ||||| |||| 00| 0 eng d
022			_a0022-4871
040			_aMSU _cMSU _erda
050			_aLB1738
100	1		_aLincove, Jane Arnold _eauthor
245	1	4	_aThe politics and statistics of value-added modeling for accountability of teacher preparation programs _ccreated by Jane Arnold Lincove
264			_aLos Angeles _bSage _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume 65, number 1,
520			_aDespite 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.
650	4		_aEducational policy
650	4		_vSchool/teacher effectiveness
700	1		_aOsborne, Cynthia _eauthor
700	1		_aDillon, Amanda _eauthor
700	1		_aMills, Nicholas _eauthor
856			_uhttps://doi.org/10.1177/0022487113504108
942			_2lcc _cJA
999			_c156282 _d156282