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A Validity Argument Approach to Evaluating Teacher Value-Added Scores
2011
The American Educational Research Journal
Value-added models have become popular in research and pay-forperformance plans. While scholars have focused attention on some aspects of their validity (e.g., scoring procedures), others have received less scrutiny. This article focuses on the extent to which value-added scores correspond to other indicators of teacher and teaching quality. The authors compared 24 middle school mathematics teachers' value-added scores, derived from a large (N = 222) district data set, to survey-and
doi:10.3102/0002831210387916
fatcat:kiz7y7wefncf7od6nhqweceoq4