John Rogers, Shirin Vossoughi, Sophie Fanelli
How might we systematically assess teacher “effectiveness”?
Is it accurate or fair to evaluate teachers based on student test scores?
These questions lie at the heart of recent debates surrounding teacher quality and evaluation. Most centrally, these debates have focused on the appropriate use of “value added measures” in judging teacher effectiveness and making decisions about teacher compensation, promotion and dismissal.
Here, we present a series of questions and answers (as well as resources for more in-depth analysis) aimed at disentangling this complex issue.