Value-Added Modeling and Educational Accountability: Are We Answering the Real Questions?

Everson, Kimberlee C.

doi:10.3102/0034654316637199

Cited by 68School Choice and PerformanceEducational Assessment and ImprovementTeacher Education and Assessments

Value-Added Modeling and Educational Accountability: Are We Answering the Real Questions?

Everson, Kimberlee C.·2017·Review of Educational Research

DOI 10.3102/0034654316637199

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Abstract

Value-added estimates of teacher or school quality are increasingly used for both high- and low-stakes accountability purposes, making understanding of their limitations critical. A review of the recent value-added literature suggests three concerns with the state of the research. First, the issues receiving the most research attention have not always been the concerns of greatest importance to theorists or critics. Second, there has been insufficient research on the interactions among various issues or assumption violations. Third, some of the big issues in value-added modeling have been challenging to address and may require educators to step back and answer some underlying philosophical questions about the nature of teacher and school quality.

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It remains uncertain to what extent the digital affordances of AI chatbots contribute to measurable learning gains, and there is a need to analyze and distinguish these learning gains and their assessment methods.
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Authors: Everson, K. C.
Affiliations: Western Kentucky University (US)
Corresponding author: Everson, Kimberlee C.
ORCID: Everson, Kimberlee C.
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 2016-07-09
Volume: 87
Issue: 1
Pages: 35-70
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/0034654316637199
OpenAlex: W2294369017
Cited by: 68
References: 92
Citations by year: 2026: 7 · 2025: 16 · 2024: 2 · 2023: 5 · 2022: 7 · 2021: 4 · 2020: 8 · 2019: 8 · 2018: 9 · 2017: 1
FWCI: 26.63
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
Topics: Social Sciences › Education › School Choice and Performance
Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
Social Sciences › Education › Teacher Education and Assessments
Keywords: value-added modeling, educational accountability, teacher quality, school quality, high-stakes testing, assumption violations

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Value-Added Modeling and Educational Accountability: Are We Answering the Real Questions?

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