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Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added

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  • Elias Walsh
  • Stephen Lipscomb

Abstract

This report presents findings from Phase 2 of a three-year teacher evaluation pilot conducted by the Pennsylvania Department of Education.

Suggested Citation

  • Elias Walsh & Stephen Lipscomb, "undated". "Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added," Mathematica Policy Research Reports a6b29a4a217f42a09d5206cfe, Mathematica Policy Research.
    • Handle: RePEc:mpr:mprres:a6b29a4a217f42a09d5206cfe6520f0e
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    File URL: https://www.mathematica.org/-/media/publications/pdfs/education/classroom_observations.pdf
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    References listed on IDEAS

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    1. Pam Grossman & Susanna Loeb & Julia Cohen & Karen Hammerness & James Wyckoff & Donald Boyd & Hamilton Lankford, 2010. "Measure for Measure: The relationship between measures of instructional practice in middle school English Language Arts and teachers' value-added scores," NBER Working Papers 16015, National Bureau of Economic Research, Inc.
    2. Rockoff, Jonah E. & Speroni, Cecilia, 2011. "Subjective and objective evaluations of teacher effectiveness: Evidence from New York City," Labour Economics, Elsevier, vol. 18(5), pages 687-696, October.
    3. Stephen W. Raudenbush, 2004. "What Are Value-Added Models Estimating and What Does This Imply for Statistical Practice?," Journal of Educational and Behavioral Statistics, , vol. 29(1), pages 121-129, March.
    4. Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
    5. Mariesa Herrmann & Elias Walsh & Eric Isenberg & Alexandra Resch, 2013. "Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels," Mathematica Policy Research Reports 2b140369be0242ac83eeb5b0a, Mathematica Policy Research.
    6. Stacy, Brian & Guarino, Cassandra & Wooldridge, Jeffrey, 2018. "Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?," Economics of Education Review, Elsevier, vol. 64(C), pages 50-74.
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    8. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25(1), pages 95-135.
    9. Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2010. "Identifying Effective Classroom Practices Using Student Achievement Data," NBER Working Papers 15803, National Bureau of Economic Research, Inc.
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    11. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    12. Dan Goldhaber & Duncan Dunbar Chaplin, "undated". "Assessing the "Rothstein Falsification Test": Does It Really Show Teacher Value-Added Models Are Biased?," Mathematica Policy Research Reports 93f34c834817419a9efccecdf, Mathematica Policy Research.
    13. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
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    18. Brian A. Jacob & Lars Lefgren, 2008. "Can Principals Identify Effective Teachers? Evidence on Subjective Performance Evaluation in Education," Journal of Labor Economics, University of Chicago Press, vol. 26(1), pages 101-136.
    19. Daniel F. McCaffrey & J. R. Lockwood & Daniel Koretz & Thomas A. Louis & Laura Hamilton, 2004. "Models for Value-Added Modeling of Teacher Effects," Journal of Educational and Behavioral Statistics, , vol. 29(1), pages 67-101, March.
    20. Neal, Larry, 2011. "Douglas A. Irwin and Richard Sylla (eds.), Founding Choices: American Economic Policy in the 1790s, National Bureau of Economic Research Conference Report (Chicago: University of Chicago Press, 2011, ," Financial History Review, Cambridge University Press, vol. 18(3), pages 357-360, December.
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    Cited by:

    1. Brian P. Gill & Jennifer S. Lerner & Paul Meosky, "undated". "Re-Imagining Accountability in K-12 Education: A Behavioral Science Perspective," Mathematica Policy Research Reports d0c19d0709b641259fe391b2e, Mathematica Policy Research.
    2. Moira McCullough & Stephen Lipscomb & Hanley Chiang & Brian Gill & Irina Cheban, "undated". "Measuring School Leaders' Effectiveness: Final Report from a Multiyear Pilot of Pennsylvania's Framework for Leadership," Mathematica Policy Research Reports afa7e4c19e4140f3b17422e99, Mathematica Policy Research.

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