Abstract
In a recent statement, the American Statistical Association (ASA) discusses the use of value-added measurement to evaluate teacher quality. We present our views on the issues raised by the ASA, in light of research we and others have done on this subject. We highlight areas of agreement with the ASA statement, clarify which issues raised by the ASA have been largely resolved, and point to those issues which should be a priority for future research.
Full Citation
Statistics and Public Policy
vol.
1
,
no.
1
(December 22, 2014):
111
-113
.