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Chetty, et al. on the American Statistical Associationís Recent Position Statement on Value-Added Models (VAMs): Five Points of Contention


by Margarita Pivovarova, Jennifer Broatch & Audrey Amrein-Beardsley ó August 01, 2014

Over the last decade, teacher evaluation based on value-added models (VAMs) has become central to the public debate over education policy. In this commentary, we critique and deconstruct the arguments proposed by the authors of a highly publicized study that linked teacher value-added models to studentsí long-run outcomes, Chetty et al. (2014, forthcoming), in their response to the American Statistical Association statement on VAMs. We draw on recent academic literature to support our counter-arguments along main points of contention: causality of VAM estimates, transparency of VAMs, effect of non-random sorting of students on VAM estimates and sensitivity of VAMs to model specification.


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Cite This Article as: Teachers College Record, Date Published: August 01, 2014
http://www.tcrecord.org ID Number: 17633, Date Accessed: 11/26/2014 4:50:46 AM

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About the Author
  • Margarita Pivovarova
    Mary Lou Fulton Teachers College, ASU
    E-mail Author
    Assistant Professor
  • Jennifer Broatch
    School of Mathematical and Natural Sciences, ASU
    E-mail Author
    Assistant Professor
  • Audrey Amrein-Beardsley
    Mary Lou Fulton Teachers College, ASU
    E-mail Author
    Associate Professor
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