SGP does not even try to
isolate the teacher effect.
VAM is a flawed attempt to
isolate the teacher effect on a student's test scores.
On
isolating teacher effects: «Inferring teacher competence from test scores requires the isolation of teaching effects from other major influences on student test performance,» while «the task is to support an interpretation of student test performance as reflecting teacher competence by providing evidence against plausible rival hypotheses or interpretation.»
Not exact matches
Because
teachers were considering intangible factors, even when race, gender, family income, and academic achievement are the same, there was no way to
isolate the
effect of being held back, much less to make reasonable conclusions about the
effects of retention on a student's academic achievement or the probability of his dropping out of high school.
IO: Yeah, so that's actually an important question because what we wanted to control further, to
isolate this
effect of the
teacher - student relationship, is other types of behaviours and other types of experiences which could, theoretically, also have an impact on the behaviours we were interested in.
Thus, critics argue that VAMs can not «
isolate» an individual
teacher's
effect on student test scores.
They can not
isolate with confidence the
effect of individual criteria, like whether a
teacher is certified in the subject or has higher SAT scores because «many of the measures of
teachers» qualifications are highly correlated with each other.»
Indiana's action will have little
effect on the rest of the country, although it may
isolate Indiana and present special challenges for Indiana
teachers.
To
isolate the
effects of having a
teacher of the same race, we examine whether individual students are more or less likely to face exclusionary disciplinary consequences in years when they are matched to a same - race
teacher compared to years when they are assigned to a
teacher of a different race.
For research purposes, this is reassuring, since our empirical strategy relies mainly on within - school variation in
teachers» grading standards to
isolate the
effects of those standards.
ii ABSTRACT
Isolating the
effect of a given
teacher on student achievement (value - added modeling) is complicated when the student is taught the same subject by more than one
teacher.
However, additional research is needed to
isolate the
effect of
teacher leadership on student learning and to understand its role in a broader set of school reform strategies.
None of the studies that were reviewed
isolated the
effect of
teacher leader practice, including lesson planning, on student learning.
By examining these
teachers» outcomes in subsequent years, researchers can
isolate the
effect of IMPACT's incentives on
teacher behavior.
Using a complex mathematical formula, the district aims to
isolate a
teacher's
effect on student growth by controlling for such outside factors as poverty, race, English ability and prior test scores.
That method uses a complex statistical formula to attempt to
isolate a
teacher's
effect on student performance by controlling for such factors as poverty and English - language ability.
The result is a growing wave of studies that are able to
isolate the
effect of schools and
teachers from the myriad other factors — such as race, family socioeconomic status, English proficiency, and student mobility.
While VAM tries but fails to
isolate a
teacher's small
effect on student test scores, SGP does not even attempt to measure a
teacher's
effect.
Value - added models generally use statistical methods to
isolate the impact of a factor of interest (like being taught by a particular
teacher) on an outcome (like a test score) by mathematically removing the
effects of other factors (like student family income or prior performance levels).
However, these studies were not designed to
isolate the
effect of the involvement of school administrators in
teacher leader selection from other possible factors, indicating that additional research is warranted to investigate this claim.