Because value - added measures adjust for the characteristics of students in a given classroom, they are less
biased measures of teacher performance than are unadjusted test score measures, and they may be less biased even than some observational measures.
Not exact matches
In particular, because schools that serve difficult populations are likely to have higher student /
teacher turnover, higher remediation rates, and lower attendance, these
measures are likely to be
biased if the goal
of the system is to gauge school
performance fairly.
If the socioeconomic status and demographic characteristics
of the classrooms taught by National Board
teachers differ from those
of noncertified
teachers,
measures of teacher quality that rely on student
performance may be
biased.
Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization
of the role
of the adults who provide center - based care as that
of a
teacher; a
bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's
performance on
measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization
of the family's responsibility.
He contends that only random assignment
of teachers and students — wholly impractical in big school systems — can eliminate enough
bias and error to obtain a valid
measure of how much
teachers improve student
performance.