Elementary School Data Issues: Implications for Research Using Value-Added Models

Elementary School Data Issues: Implications for Research Using Value-Added Models

Working Paper 23
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

Bing-ru Teh

This working paper compares teacher/student links that have undergone a roster confirmation process—whereby teachers verify the subjects and students they taught—to teacher/student links from unconfirmed administrative data. Due to the departmentalization of instruction in math and reading/English language arts in grades 4 and 5, about one in six teachers in these grades and subjects is linked in the unconfirmed data to a subject that he or she does not teach. The authors discuss the circumstances in which using unconfirmed teacher/student links in value-added models most affect research.

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