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Taken by the Numbers: How Value-Added Measures Distort Our View of Teachers' Work.

Taken by the Numbers: How Value-Added Measures Distort Our View of Teachers' Work.

Robert William Smith, Scott Imig
Copyright: © 2016 |Pages: 18
ISBN13: 9781522502043|ISBN10: 1522502041|EISBN13: 9781522502050
DOI: 10.4018/978-1-5225-0204-3.ch030
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MLA

Smith, Robert William, and Scott Imig. "Taken by the Numbers: How Value-Added Measures Distort Our View of Teachers' Work." Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, et al., IGI Global, 2016, pp. 634-651. https://doi.org/10.4018/978-1-5225-0204-3.ch030

APA

Smith, R. W. & Imig, S. (2016). Taken by the Numbers: How Value-Added Measures Distort Our View of Teachers' Work. In T. Petty, A. Good, & S. Putman (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (pp. 634-651). IGI Global. https://doi.org/10.4018/978-1-5225-0204-3.ch030

Chicago

Smith, Robert William, and Scott Imig. "Taken by the Numbers: How Value-Added Measures Distort Our View of Teachers' Work." In Handbook of Research on Professional Development for Quality Teaching and Learning, edited by Teresa Petty, Amy Good, and S. Michael Putman, 634-651. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0204-3.ch030

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Abstract

A debate is currently being waged across the United States over the value of teacher experience and education. Multiple states have introduced new methods of calculating teacher pay based on how much growth has occurred on students' standardized test scores. Survey results from 300 principals illustrate the value of teacher experience and education, questioning the oversimplified view of teacher performance represented only by value-added measures (VAM). Legislators and some VAM researchers have been captivated by the idea of a single metric of teacher effectiveness, viewing VAM as a silver bullet for school reform. However, other than ranking teachers, there is little evidence that VAM supports teacher or school development. Alternative approaches to VAM's focus on individual teacher performance are considered.

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