Fall 2009 - Special Issue: Key Issues in Value-Added Modeling

Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives

Douglas N. Harris,

Education Finance and Policy Fall 2009, Vol.4, No.4: 319–350

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Test Scaling and Value-Added Measurement

Dale Ballou,

Education Finance and Policy Fall 2009, Vol.4, No.4: 351–383

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The Sensitivity of Value-Added Modeling to the Creation of a Vertical Score Scale

Derek C. Briggs, Jonathan P. Weeks,

Education Finance and Policy Fall 2009, Vol.4, No.4: 384–414

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Value Added in English Schools

Andrew Ray, Tanya McCormack, Helen Evans,

Education Finance and Policy Fall 2009, Vol.4, No.4: 415–438

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Exploring Student-Teacher Interactions in Longitudinal Achievement Data

J.R. Lockwood, Daniel F. McCaffrey,

Education Finance and Policy Fall 2009, Vol.4, No.4: 439–467

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Adaptive Centering with Random Effects: An Alternative to the Fixed Effects Model for Studying Time-Varying Treatments in School Settings

Stephen W. Raudenbush,

Education Finance and Policy Fall 2009, Vol.4, No.4: 468–491

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Assumptions of Value-Added Models for Estimating School Effects

Sean F. Reardon, Stephen W. Raudenbush,

Education Finance and Policy Fall 2009, Vol.4, No.4: 492–519

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Impediments to the Estimation of Teacher Value Added

Jun Ishii, Steven G. Rivkin,

Education Finance and Policy Fall 2009, Vol.4, No.4: 520–536

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Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables

Jesse Rothstein,

Education Finance and Policy Fall 2009, Vol.4, No.4: 537–571

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The Intertemporal Variability of Teacher Effect Estimates

Daniel F. McCaffrey, Tim R. Sass, J.R. Lockwood, Kata Mihaly,

Education Finance and Policy Fall 2009, Vol.4, No.4: 572–606

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Fall 2009 - Special Issue: Key Issues in Value-Added Modeling

Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives

Test Scaling and Value-Added Measurement

The Sensitivity of Value-Added Modeling to the Creation of a Vertical Score Scale

Value Added in English Schools

Exploring Student-Teacher Interactions in Longitudinal Achievement Data

Adaptive Centering with Random Effects: An Alternative to the Fixed Effects Model for Studying Time-Varying Treatments in School Settings

Assumptions of Value-Added Models for Estimating School Effects

Impediments to the Estimation of Teacher Value Added

Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables

The Intertemporal Variability of Teacher Effect Estimates