Developing and refining value-added models for school accountability
Edward Haertel, Susanna Loeb, and Anthony Bryk are conducting research
using value-added models with data from California, New York and
Chicago respectively. This research is supported in part under
subcontract to the National Center for Research on Evaluation,
Standards, and Student Testing (CRESST) at UCLA.
The model of standards-based reform enacted under the No Child Left
Behind Act depends on reliable, valid, and credible measures of status
and growth for schools and districts. In order to identify best
practices both within and across states, researchers and policy-makers
must have metrics that enable fair comparisons across jurisdictions.
Research projects under the Value-Added initiative include theoretical
work, simulations, and investigations using state-level data sets to
guide policy and practice in the implementation of accountability
systems, focusing on fair and comparable metrics for identifying
schools in need of improvement.
Value-added research being done at IREPP also concentrates on
developing and evaluating statistics for measuring and comparing gaps
and gap trends measured using different tests, such as the National
Assessment of Educational Progress (NAEP) and state accountability
tests. Over the next several years, this work is expected to include
comparisons of value-added models with the current successive-cohort
model for setting growth targets and determining school-level