| 来源类型 | Publication
|
| Methods for Accounting for Co-Teaching in Value-Added Models (Journal Article) |
| Heinrich Hock; Eric Isenberg
|
| 发表日期 | 2017-01-30
|
| 出版者 | Statistics and Public Policy, vol. 4, issue 1
|
| 出版年 | 2017
|
| 语种 | 英语
|
| 概述 | We assess how states and school districts might incorporate information about co-teaching of students into value-added models of teacher effectiveness. Co-teaching occurs when a student is taught the same subject by multiple teachers; this can be widespread. We examine three methods that could be used to account for co-teaching in value-added models that are commonly used in teacher evaluation systems. One method in particular (the “Full Roster Method”) is a robust solution that can be most readily implemented in practice.", |
| 摘要 |
Key Findings:
- States and school districts have an interest in adapting their teacher evaluation systems to account for students being co-taught by multiple teachers.
- We assess three methods for incorporating information about co-teaching into value-added models of teacher effectiveness.
- One method attempts to identify how the amount of time spent with each separate co-teacher contributes to student learning, but practical problems may limit its usefulness.
- The other two methods assume that co-teachers have joint responsibility for their shared students. These methods produced similar results, but one of them (the “Full Roster Method”) can be more easily implemented in practice.
As states and districts incorporate value-added estimates into multiple-measures systems of teacher evaluation, it has become increasingly important to understand how to model value added when the same student is taught the same subject by multiple teachers. Roster data on teacher–student links that have been checked and confirmed by the teachers themselves show levels of co-teaching far beyond what appear in administrative data. Therefore, to help states and districts overcome a potential limitation in the use of value added, we propose and examine three methods estimating teacher value added when students are co-taught: the Partial Credit Method, Teacher Team Method, and Full Roster Method. The Partial Credit Method apportions responsibility between teachers according to the fraction of the year a student spent with each. This method, however, has practical problems limiting its usefulness. The Teacher Team Method and Full Roster Method presume that co-teachers share joint responsibility for the achievement of their shared students. We explore the properties of these methods and compare empirical estimates. Both methods produce similar estimates of teacher value added, but the Full Roster Method can be more easily implemented in practice. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/ja-methods-for-accounting-for-co-teaching-in-value-added-models
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| 来源智库 | Mathematica Policy Research (United States)
|
| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/488763
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推荐引用方式
GB/T 7714 |
Heinrich Hock,Eric Isenberg. Methods for Accounting for Co-Teaching in Value-Added Models (Journal Article). 2017.
|
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