Finally, the type of regression - based analyses used to support the performance pay conclusion does not properly consider that the
background variables used in these analyses can vary in terms of relationships with student scores and have different definitions across the countries
under study.
One study, for example, found that
under value - added models that had very limited controls for student
background variables, the two percent of teachers who had half or more students with disabilities received value - added scores that, on average, were low; they ranked in the 20th to 25th percentile in math and the 25th to 33rd percentile in reading.