This paper investigates the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing multilevel (or three-level hierarchical linear model, HLM, based) unconditional and conditional value-added model (VAM). We found the significant effects of teacher’s mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although school poverty significantly predicted gain scores, the school effect for predicting gain scores was negligible. Key words: Teacher effects, school effects, value-added model, hierarchical modelling
Hierarchical Linear Models (HLM) have been used extensively for value-added analysis, adjusting for ...
Value-added (VA) models measure teacher contributions to student learning and are increasingly emplo...
The dynamic model does not only refer to different effectiveness factors and groupings of factors op...
Value-added modeling is an alternative approach to test-based accountability systems based on the pr...
This study explored significant predictors of student’s Grade Point Average (GPA) and truancy (days ...
At both the national and state level there is increasing pressure to develop metrics to determine if...
The recent availability of administrative databases that track individual students and their teacher...
In this study, researchers compared the concordance of teacher-level effectiveness ratings derived v...
Because public schools do not randomly assign students and teachers across schools (methodological u...
Growing concerns over the inadequate achievement of U.S. students have led to proposals to reward g...
Value-added modeling is an alternative approach to test-based accountability systems based on the pr...
Growing concerns over the inadequate achievement of U.S. students have led to proposals to reward go...
textHierarchical Linear Models were used to analyze data from one Texas school and identify effectiv...
The Adequate Yearly Progress (AYP) Model has been used to make many high-stakes decisions concerning...
This research compares and contrasts two approaches to predictive analysis of three years\u27 of sch...
Hierarchical Linear Models (HLM) have been used extensively for value-added analysis, adjusting for ...
Value-added (VA) models measure teacher contributions to student learning and are increasingly emplo...
The dynamic model does not only refer to different effectiveness factors and groupings of factors op...
Value-added modeling is an alternative approach to test-based accountability systems based on the pr...
This study explored significant predictors of student’s Grade Point Average (GPA) and truancy (days ...
At both the national and state level there is increasing pressure to develop metrics to determine if...
The recent availability of administrative databases that track individual students and their teacher...
In this study, researchers compared the concordance of teacher-level effectiveness ratings derived v...
Because public schools do not randomly assign students and teachers across schools (methodological u...
Growing concerns over the inadequate achievement of U.S. students have led to proposals to reward g...
Value-added modeling is an alternative approach to test-based accountability systems based on the pr...
Growing concerns over the inadequate achievement of U.S. students have led to proposals to reward go...
textHierarchical Linear Models were used to analyze data from one Texas school and identify effectiv...
The Adequate Yearly Progress (AYP) Model has been used to make many high-stakes decisions concerning...
This research compares and contrasts two approaches to predictive analysis of three years\u27 of sch...
Hierarchical Linear Models (HLM) have been used extensively for value-added analysis, adjusting for ...
Value-added (VA) models measure teacher contributions to student learning and are increasingly emplo...
The dynamic model does not only refer to different effectiveness factors and groupings of factors op...