Learn About: 21st Century | Charter Schools | Homework
Home / Edifier


The EDifier

January 25, 2012

Answering the critics: Misconceptions about value-added measures

Neither education historian Diane Ravitch or Washington Post blogger Valerie Strauss are fans of using value-added measures to evaluate teachers.  [Note: value-added is a statistical term describing the measure of a teacher’s impact on their student’s academic growth – see our report for a further explanation.] Both Ravitch and Strauss are particularly upset with the attention given a recent study on value-added measures, which I wrote about earlier this month.

Apparently, Ravitch and Strauss do not believe, as I do, that the results are that big of a deal. They argue that despite the study’s positive results, using value-added measures to evaluate teachers is a bad idea. Their criticisms pretty much capture the general consensus of value-added critics. But many of these criticisms, though well-intended, are based on misunderstandings of value-added measures, especially when used in teacher evaluation formulas.

In the next few posts, I’ll examine the merits of common criticisms of value-added measures that Ravitch, Strauss and others have highlighted, and point out the misconceptions.

Criticism 1: Studies have shown value-added measures to be unreliable, invalid, and unfair.

Response 1: This is an overstatement. Yes, there are several rigorous studies showing that this is the case, but only if you use a single value-added score to evaluate an individual teacher.

Nobody is seriously proposing to use value-added measures this way. There is no teacher evaluation system I am aware of that even proposes using a value-added score for more than 50 percent of a teacher’s total evaluation. At least half of a teacher’s evaluation would be based on qualitative measures such as principal and peer observations – which, by the way, correlate highly with value-added scores. Other systems propose using statistical techniques that make value-added scores more reliable, such as averaging a teacher’s scores over multiple years.

Keep in mind, too, that although value-added measures are not perfect they are better at identifying the true effectiveness of teachers than the teacher evaluation systems in place now as I show in our report Building a Better Evaluation System.

Criticism 2: Teachers would avoid teaching the most challenging students and avoid teaching in the most challenging schools and districts if teachers were evaluated using value-added.

Response 2: Value-added measures were designed specifically to combat this problem. Yes, previous attempts to evaluate teachers using quantitative measures did result  in teachers avoiding challenging positions. However, value-added measures more accurately isolate a teacher’s impact on students’ test scores by explicitly taking into consideration students’ prior achievement. This means, for instance, that teachers who teach low-performing students are compared to other teachers of low-performing students. In addition, value-added measures are based on the amount of growth students make in a year – not their overall score at the end of the year, as previous methods did.

Strauss adds that value-added can’t possibly measure a teacher’s true effectiveness, since 22 percent of children are in poverty and that poverty is strongly correlated to student achievement. I guess she is assuming that value-added doesn’t take into account a student’s socioeconomic status, but this is untrue. Value-added measures account for all student characteristics, including poverty level. Strauss is correct there is a strong correlation between poverty and a student’s achievement level – that is, a student’s achievement at one point in time. But there is little correlation between poverty and achievement growth — the change in student achievement over time. And value-added measures are based on achievement growth, not level. It’s this focus on growth that makes value-added measures so valuable – and why you should come back tomorrow to read more answers to the criticisms about value added.

– Jim Hull

Filed under: Growth Models,Teacher evaluation,teachers — Jim Hull @ 10:04 am





One Response to “Answering the critics: Misconceptions about value-added measures”

  1. […] Yesterday I responded to some common criticisms of value-added measures to evaluate teachers. As I mentioned yesterday, these criticisms have been used by critics such as Diane Ravitch and Valerie Strauss to  dispute the findings from the recent study by Harvard and Columbia economists. That study found students who had teachers with high value-added scores were more successful later in life than students who had teachers with lower value-added scores. While many, including me, believed that the study provides strong evidence that value-added measures can be an effective tool in identifying effective teachers, Ravitch and Strauss took exception to such a conclusion. […]

Leave a Reply


RSS Feed