|Where is the Value in Value-Added Modeling?||This paper first provides an overview of value-added modeling (VAM), including definitions and descriptions of three general types of value-added models. The paper then summarizes the rationales for and against incorporating VAM into an accountability framework. Finally, we provide a recommendation that VAM estimates be used in conjunction with other measures to form a composite.||Dan Murphy||10-2012
|Putting Ducks in a Row: Methods for Empirical Alignment of Performance Scoring||Using historical state data, this report evaluates nine different methods of aligning performance standards and discusses the effects of selecting different methods as well as the potential implications for interpretations of student progress and school success.||McClarty, Katie Larsen |
|Overview of Student Growth Models||This paper provides an overview of student growth modeling and describes how states use student growth models in the federal accountability system.||O'Malley, Kimberly J., Ph.D.|
Murphy, Stephen, Ph.D.
Larsen McClarty, Katie, Ph.D.
Murphy, Daniel, Ph.D.
McBride, Yuanyuan, Ph.D.
|Bulletin #19: Making Sense of the Metrics: Student Growth, Value-added Models and Teacher Effectiveness||The goal of this bulletin is to define student growth, value-added models, and teacher effectiveness, three terms often confused.||O'Malley, Kimberly|
|AutoCorreleation in the COFM. The effects of Autocorrelation on the Curve-of-factors Growth Model||This simulation study examined the performance of the curve-of-factors model (COFM) when autocorrelation and grwth processes were present in the first-level factor sturcture. In addition to the standard curve-of-factors growth model, two new models were examined: one COFM that included a first-order autoagressive atuocorrelation parameter, and a second model that included first-order autoregressive and voving average autocorrelation parameters.||Murphy, Daniel J. |
Beretvas, S Natasha
Pituch, Keenan A
|Bulletin #12: What is a learning progression?||Learning progressions describe in words and examples what it means to move over time toward more expert understanding. This bulletin discusses research, assessment development, and the Pearson Foundation support for ongoing efforts relating to learning progressions.||Nichols, Paul D.||02-2010
|Review of Student Growth Models Used by States||Summary: After Secretary Spellings announced the United States Department of Education (USDE) growth pilot program in 2005, nine states have been approved to use student growth in their calculations of Adequate Yearly Progress (AYP):||O'Malley, Kimberly||06-2008
|An Empirical Investigation of Growth Models||With the recent legislation of NCLB, there has been an increasing interest to measure students’ growth over the course of their schooling.||O'Malley, Kimberly |