Teacher quality has emerged as a key factor influencing the success of students, both academically, and beyond. The national discussion of teacher quality focuses on determining which teachers are effective and how best to determine which qualities or characteristics lead to increased student achievement gains. In 2012, value-added methods (VAM) have become education's answer to the question of determining teacher efficacy. Value-added methods seek to isolate the contribution teachers have on students' learning gains, which can be compared to the performance measures of other teachers. However, there are many different, competing methods from which to choose. The problem lies with the fact that a consensus has yet to be reached regarding an acceptable method for calculating these value-added scores (VAS). This study investigated the validity of three different VAM by comparing their resulting VAS with other established measures of teaching quality. Results revealed that the three value-added methods did not consistently predict teaching quality (TQ). Specifically, no significant predictors were found when regression analyses were run. Interestingly, the variables typically expected to be associated with higher VAS (teacher knowledge TK and classroom environment TQ), were not associated with higher VAS for Passage Comprehension (PC). The results of this study highlight clear concerns with VAM, albeit with a small sample of teachers (n=37). At the same time, the nation's reliance on VAM continues to increase. Recommendations include a universal, standardized method for calculating VAS. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 14, 2012. / Teacher Quality, Value-Added Methods, Value-Added Scores / Includes bibliographical references. / Carol Connor, Professor Directing Dissertation; Christopher Schatschneider, University Representative; Sherry Southerland, Committee Member; Young Suk-Kim, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_182987 |
| Contributors | Luck, Melissa Jane (authoraut), Connor, Carol (professor directing dissertation), Schatschneider, Christopher (university representative), Southerland, Sherry (committee member), Suk-Kim, Young (committee member), School of Teacher Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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