Abstract
Researchers from the Center for Analysis of Longitudinal Data in Education Research at the American Institutes for Research examine two approaches to measuring teacher effectiveness: traditional value-added measures (VAMs) based on test scores and newer measures focusing on non-test outcomes like attendance and behavior. Analysis of data from 8,000 Massachusetts teachers reveals three key findings: teachers vary significantly in their effectiveness across both measures with little correlation between the two; teachers' strengths in different areas predict distinct types of student postsecondary success; and teacher impact varies based on how their particular strengths align with student achievement levels. The authors argue that educational leaders should consider multiple measures to better understand and leverage teacher effectiveness across their systems.
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