Study Group

Value-Added Performance

In order to provide policymakers with a better understanding of the nature and stability of teacher effectiveness, this study estimates teacher effects over a relatively long period of time, in order to determine how stable various measures of teacher quality are from year to year and over different periods of a teacher’s career. We do this using a unique dataset from North Carolina that allows us to match students—who are tested in math and reading on an annual basis—to their teachers and to track both over time.

This aspect of the data allows us to answer some fundamental questions about the nature and stability of teacher effectiveness that are key to informing a wide array of teacher policies, ranging from teacher placement to professional development to compensation. Specifically, we investigate the following questions:

1) How stable are estimates of teacher performance across years and points in a teacher’s career?

2) Does teacher performance differ by subject area?

3) Are estimates of teacher performance more stable in some education settings?

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Goldhaber, D., Liddle, S., Theobald, R., and Walch, J. (2012). Teacher effectiveness and the achievement of Washington’s students in mathematics. WERA Educational Journal 4(2), 6-12.
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Goldhaber, D. and Theobald, R. (2012). Do different value added models tell us the same things? Carnegie Knowledge Network, October 2012.

CLOSE X

OUR PUBLICATIONS

TEACHER RECRUITMENT & SELECTION

A long-standing researcher-practitioner partnership between CEDR and Spokane Public Schools (SPS) has connected data collected during the teacher hiring process in SPS to later teacher outcomes in SPS and other district in Washington

SCHOOL RESOURCES &
EQUITY

CEDR projects have investigated the connections between school resources (e.g., textbook adoption) and students' educational trajectories and outcomes.

POSTSECONDARY
EDUCATION

CEDR projects have explored the impact of programs like Washington's College Bound Scholarship program and students' postsecondary outcomes.

TEACHER PREPARATION & LICENSURE

CEDR projects including the Teacher Education Learning Collaborative (TELC; www.telc.us), the Improving Student Teaching Initiative (ISTI), and others have investigated the connections between specific teacher preparation experiences and measures collected during teacher licensure and later outcomes for teacher candidates.

SPECIAL EDUCATION &
CAREER AND TECHNICAL EDUCATION

CEDR has participated in several projects related to the participation of students with disabilities in career and technical education (CTE) and the extent to which this participation predicts later outcomes

TEACHER LABOR
MARKETS 

THE CONNECTION BETWEEN EDUCATION SYSTEMS & LABOR MARKET OUTCOMES

CEDR projects have investigated the connections between school resources (e.g., textbook adoption) and students' educational trajectories and outcomes.

CEDR has studied processes and outcomes in the teacher labor market like teacher collective bargaining agreements, teacher quality gaps, and teacher layoffs and their connections to student achievement

TEACHER QUALIFICATIONS & EFFECTIVENESS

CEDR projects have explored the impact of programs like Washington's College Bound Scholarship program and students' postsecondary outcomes.

TEACHER
PENSIONS

CEDR researchers have studied the teacher pension system in Washington and other states and investigated the connections between pensions systems and teachers' career paths and effectiveness.