Educational Accountability, Value-Added Modeling, and the Origin of the Achievement Gap

Datos Bibliográficos

ID9729561
AutoresStuart S Yeh (0000-0001-5111-134X, University of Minnesota, Minneapolis, USA, autor de correspondencia)
Año2020
Volumen52
Número8
Páginas1181-1203
Fecha de publicación2020-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0013124519896823
OpenAlexW2997063276
IdiomaEN
Citas recibidas1
Referencias citadas31

Empirical results are consistent with the hypothesis that socioeconomic factors contribute to initial disparities in performance that are perpetuated by demoralizing grading, testing, and grouping practices throughout the K-12 years. The hypothesis may explain why the achievement gap increases after children enter the school system, why Black students lose ground within schools and within classrooms, why value-added modeling (VAM) estimates of teacher performance are unstable from year to year, why Rothstein found that VAM estimates of teacher performance predict prior student performance, why VAM estimates of teacher performance predict gains in student achievement, and why persistent sorting may account for the Gates Foundation’s Measures of Effective Teaching (MET) results despite random assignment of class rosters to teachers

Academic achievement · Accountability · Class size · Disadvantaged · Econometrics · Economic growth · Economics · Empirical research · Grading (engineering · Mathematics education · Political science · Socioeconomic status · Sociology · Statistics · Student achievement · Value (mathematics · Demography · Educational Assessment and Improvement · Higher Education Research Studies · Mathematics · Psychology · School Choice and Performance