The teachers’ strike in Chicago has generated considerable interest in the use of test-based measures of teacher effectiveness in personnel decisions. For a clear discussion of the uses, value, and limitations of test-based measures check out the CADLER Conversation on the issue. The National Center for Analysis of Longitudinal Data in Education Research (CALDER) has sponsored a conversation with Eric Hanushek, Dan Goldhaber, Cory Koedel and Tim Sass. The conversation centers around the following four questions:
1) Student test-based measures of teacher effectiveness are often called “value-added” measures. Can you explain why?
2) How much are the differences in teacher effectiveness suggested by value-added estimates?
3) How good are these measures in distinguishing
4) What do you see as the biggest limitation of these measures?
To read the text of the conversation, visit http://www.caldercenter.org/
