We Can Model That! Challenges in Modeling Grade-School Teacher Effectiveness
Elizabeth N. Dewey, Roland H. Good III, Dynamic Measurement Group
Current methods of evaluating teacher effectiveness in the classroom are limited to instruments that measure broadly and are subject to a range of criticisms. The only method that relies on objective data-driven decision-making is value-added modeling (VAM), which considers the "contribution of various factors toward growth in student achievement" (Goldhaber & Anthony, 2003, p.38). VA models can be complex while still failing to account for external factors that can impact learning, e.g., socioeconomic status, class size, etc. VAM is a step in the right direction, but still operates in a black-and-white world, where the predicted score functions as the dividing line of teacher effectiveness.
