You are here
Assessing the Potential of Using Value Added-Estimates of Teacher Job Performance for Making Tenure Decisions
Using individual teacher and student-level longitudinal data from North Carolina, this research brief presents selected findings from work examining the stability of value-added model estimates of teacher effectiveness, focusing on their implication for teacher tenure policies and making high stakes personnel decisions. Findings show year-to-year correlations in teacher effects are modest, but pre-tenure estimates of teacher job performance do predict estimated post-tenure performance in both math and reading, and would therefore seem to be a reasonable metric to use as a factor in making substantive teacher selection decisions.
Keywords: Value-added, Teacher Effectiveness, Teacher Tenure
Citation: Dan Goldhaber, Michael Hansen (2008). Assessing the Potential of Using Value Added-Estimates of Teacher Job Performance for Making Tenure Decisions. CALDER Policy Brief No.
You May Also Be Interested In
Taking their First Steps: The Distribution of New Teachers into School and Classroom Contexts and Implications for Teacher Effectiveness and Growth
Paul Bruno, Sarah Rabovsky, Katharine Strunk
How Did It Get This Way? Disentangling the Sources of Teacher Quality Gaps Across Two States
Dan Goldhaber, Vanessa Quince , Roddy Theobald
Accounting for Student Disadvantage in Value-Added Models (Update)
Eric Parsons, Cory Koedel, Li Tan