I've already seen at least one post from a teacher of «gifted» students, complaining that she now has
a negative value added measure because her students started the year with very high test scores.
Not exact matches
Examples of such initiatives include the No Child Left Behind legislation in the United States, which required schools to demonstrate that they were making adequate yearly progress and provided escalating
negative consequences for schools that were unable to do this; the creation and publication of league tables of «
value -
added»
measures of school performance in England; proposals to introduce financial rewards for school improvement and performance pay tied to improved test results in Australia; and the encouragement of competition between schools under New Zealand's Tomorrow's Schools program.
As with any
measure,
value -
added can lead to two kinds of misclassification: putting a teacher in a group to which he does not truly belong — a false positive — or failing to put him in a category in which he does belong — a false
negative.
And a poor
value -
added model design could attribute student outcomes (either positive or
negative) to a teacher's performance that are actually caused by other factors not
measured in the model.