An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary

2019 ◽  
pp. 1-19
Author(s):  
Michael P. Brady
Keyword(s):  
Teacher Preparation ◽  
Value Added ◽  
Alternative Curriculum ◽  
Value Added Model

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning

2019 ◽  
Vol 54 (1) ◽  
pp. 60-71 ◽  
Author(s):  
Jazarae K. McCormick ◽  
Michael P. Brady ◽  
John D. Morris ◽  
Lawrence A. Heiser ◽  
Katie M. Miller
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Value Added ◽  
Value Added Model ◽  
Role Of Teachers ◽  
K 12

scholarly journals Managers' Productivity and Recruitment in the Public Sector: The Case of School Principals

2021 ◽  
Author(s):  
Pablo Muñoz ◽  
Mounu Prem
Keyword(s):  
Public Schools ◽  
Personnel Selection ◽  
School Principals ◽  
Selection Process ◽  
Value Added ◽  
Civil Service Reform ◽  
The Public ◽  
Value Added Model ◽  
Quasi Experimental ◽  
Survey Responses

We study whether differences in management can explain variation in productivity and how more effective managers can be recruited in absence of high-powered incentives. To investigate this, we first extend the canonical teacher value-added model to account for school principals, and we document substantial variation in their ability to improve students’ learning. Teachers’ survey responses and quasi-experimental designs based on changes in school management validate our measure of principal effectiveness. Then, we leverage the timing of adoption of a civil service reform and show that despite having relatively rigid wages, public schools were able to attract more effective managers after increasing the competitiveness and transparency of their personnel selection process.

scholarly journals Economic value added model upon conditions of banking company

2008 ◽  
Vol 56 (3) ◽  
pp. 85-98
Author(s):  
Vlasta Kašparovská
Keyword(s):  
Standard Model ◽  
Economic Value ◽  
Value Added ◽  
Economic Value Added ◽  
Basic Principles ◽  
Banking Activity ◽  
Value Added Model ◽  
The Standard Model ◽  
Banking Business

The content of this article is the application of the economic value added model (EVA) upon the conditions of a banking company. Due to the character of banking business, which is in a different structure of financial sheet, it is not possible to use the standard model EVA for this banking company. The base of this article is the outlined of basic principles of the EVA mode in a non-banking company. Basic specified banking activity dissimilarities are analysed and a directed methodology adjustment of a model such as this, so that it is possible to use it for a banking company.

Do Low-Income Students Have Equal Access to Effective Teachers?

2021 ◽  
pp. 016237372110405
Author(s):  
Eric Isenberg ◽  
Jeffrey Max ◽  
Philip Gleason ◽  
Jonah Deutsch
Keyword(s):  
Low Income ◽  
Effective Teachers ◽  
English Language ◽  
Value Added ◽  
Low Income Students ◽  
Average Value ◽  
Geographically Dispersed ◽  
A Value ◽  
Value Added Model ◽  
Standard Deviations

We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.

scholarly journals Estimating Private School Premium for Primary School Children in Ethiopia: Evidence from Individual-level Panel Data

2019 ◽  
Vol 20 (1) ◽  
pp. 26-44
Author(s):  
Godstime Osekhebhen Eigbiremolen
Keyword(s):  
Public Schools ◽  
Private School ◽  
Primary Schools ◽  
Value Added ◽  
Primary School Children ◽  
Individual Level ◽  
Value Added Models ◽  
Value Added Model ◽  
Private And Public ◽  
Unobserved Ability

This article presents the first value-added model of private school effect in Ethiopia, using the unique Young Lives longitudinal data. I found a substantial and statistically significant private school premium (about 0.5 standard deviation) in Maths, but not in Peabody Picture Vocabulary Test (PPVT). Private school premium works for both low and high ability children. The results are robust to sorting on unobserved ability, grouping on lag structures and transfer between private and public schools. Combined with available contextual data, empirical evidence suggests that the effectiveness of private primary schools may be due to more learning time and teacher’s attention enjoyed by students. I also attempted to contribute methodologically to the literature by directly testing the structural assumption underpinning value-added models.

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