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CLOSUP Lecture Series

Value-Added with Multidimensional Teacher Ability

Mar 7, 2012, 4:00-5:30 pm EST
Gerald R. Ford School of Public Policy Paul and Nancy O'Neill Classroom
Abstract We examine the theoretical and practical implications of ranking teachers according to a one dimensional value-added metric when teacher effectiveness is multi-dimensional. In particular, we consider the cases in which teachers teach multiple subjects or multiple student types. We outline the assumptions under which a standard value-added estimator correctly ranks teachers according to their social value. We demonstrate that these assumptions fail to hold empirically.
Ford School
Program in Practical Policy Projects

Teacher Career Pathways

September 2018 - December 2018
A previous SPPC project with Ed-Trust Midwest analyzed quantitative/administrative data from Michigan to characterize inequities in teacher quality across the state. This project used primarily qualitative methods to build on that previous study to identify promising career pathways for teachers in lower-performing districts. Students conducted background research, identified best practices, and critically examined options for improving teacher...