EVAAS Value-Added Scores for Teachers with High Need Students

Teacher reading to student

This brief looks at variation in teachers' value-added scores in relation to both the teachers and students as well as the scores of teachers at both low- and high-performing schools over time.

An earlier study from the Houston Education Research Consortium showed teachers in the Houston Independent School District's highest-need schools received lower value-added scores on average than teachers in the district's lower-need schools. It was unclear whether this was an indication that HISD's highest-need schools staffed lower quality teachers or whether teachers at the highest-need schools were being penalized because of issues within the value-added methodology.

Using longitudinal data, this report looks at teachers between 2007-2008 and 2012-2013, as well as their students and schools, to investigate the degree to which value-added scores capture the impact of teachers on student achievement gains rather than the influence of factors beyond the teachers' control.

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