Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models

Accounting for Co-Teaching: A Guide for Policymakers and Developers of Value-Added Models

Working Paper 24
Published: Oct 30, 2013
Publisher: Chicago, IL: Mathematica Policy Research
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Associated Project

Value-Added Assessment System for DC Schools and Teachers

Time frame: 2009-2015

Prepared for:

District of Columbia Public Schools

Authors

Eric Isenberg

Key Findings
Policymakershave four options for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The first two methods are impractical, and show that the last two methods are empirically similar.
This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and show that the last two methods are empirically similar.

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