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The Effects of Model Choice on Estimates of Teacher Effectiveness

Abstract

"An exploration of the practical effects of ignoring or including school effects when estimating teacher effectiveness, this brief shows several inherent consequences: teacher effects estimates from value-added models (VAMs) which did and did not account for school effects were highly correlated. There was a high agreement rate for identifying teachers who were not significantly different from the average; school-level variance tended to be greater than teacher-level variance."

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