Date of Graduation
Doctor of Philosophy in Educational Statistics and Research Methods (PhD)
Rehabilitation, Human Resources and Communication Disorders
Second Committee Member
A shift in accountability systems from No Child Left Behind to a reauthorization of the Elementary and Secondary Education Act redefined the mandate of classroom teachers from being highly qualified to highly effective. Whereas previously, a teacher was deemed highly qualified for having a bachelor’s degree, full state certification, and demonstrated knowledge of subject matter in the field they teach, a highly effective teacher had to demonstrate their abilities to move a student at an acceptable rate of student growth (one grade level in an academic year). To provide this evidence, student assessment data was now going to be a part of evaluating a teacher’s effectiveness.
A key concern now, was how to incorporate student assessment data to accurately, determine the input a teacher has had on a student’s learning progress. To address this inclusion, several statistical models have been developed/adapted to parse out the educational contribution of a teacher in a given year. These different models, however, are different in scope in regards to transparency, expense, and data requirements to name a few.
The present study used a cohort of fifth grade math teachers in Arkansas to compare four models (Gains Score Model, Covariate Model, Layered Model, and Equipercentile Model) on their consistency in ranking teachers according to each’s calculations of teacher effects. The teacher rankings were compared to investigate whether or not the teachers had similar rankings across the different models, across time, and for different subpopulations. Results are intended to assist school leaders identify the most transparent, and fiscally responsible model that will best serve their schools’ needs.
Blackford, Kelli Lane, "Measuring Teacher Effectiveness: A Comparison across VA Models Utilizing Arkansas Data" (2016). Theses and Dissertations. 1545.