In Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.
"InValue-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education." - Harvard
"It’s a hot topic because of efforts to improve classroom learning by using improvement in student test scores as one of multiple measures to evaluate teachers, and then make decisions about their retention, promotion, and pay." -Bill Gates
"In "Value-Added Measures in Education", Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policymakers understand this innovative approach to assessment and the issues associated with its use." -Eric
Everything you need to know to lead effective and engaging project-based learning! Are you eager to try out project-based learning, but don't know where to start? How do you ensure that classroom projects help students develop critical thinking skills and meet rigorous standards? Find the answers in this step-by-step guide, written
By acting as coaches, educators help students to mature socially as well as academically, within a respectful atmosphere. In a true coaching environment, teachers and students produce a continuous flow of synergy: One creative idea sparks another, leading to motivation and engagement; students are complimented rather than reprimanded for solving problems
For decades, the assumption has been that if we want to improve teaching, one of the best ways is to supervise and evaluate teachers. Surely, the argument went, inspecting classroom performance and giving teachers feedback and formal evaluations would make a positive difference. But as we frequently ask groups of administrators
There is near-universal agreement that schools must find ways to transform older teaching practices in order to harness the tools that students have at their disposal today. This book introduces you to many of the most useful tools and concepts for an education setting so that you can decide, along with
Since the early 1990s, one word has come up more often than any other in discussion about education. One word has changed how schools work in ways perhaps more profound than any other in history. That word is accountability.
The policies that fall under the accountability banner have been both a rallying cry and the target of condemnation.
Policy makers and the general public, on the other hand, see accountability as a matter of more versus less.
There are dozens of ways that value-added measures can be used. One of the most important distinctions is between low-stakes uses like creating professional development plans for teachers and high-stakes uses like compensation decisions.
Many people, including the children themselves, control outcomes and this makes it difficult to measure performance. The question is, how do we design accountability systems in smart ways?
School-level test-based accountability can certainly change teaching, but not always for the better and not necessarily in ways that positively influence learning.
The real question is, can value-added approaches improve education? We think the answer is YES, as long as the policies are well-designed and carefully implemented.