The concept of value-added measures of teacher or school effectiveness is prompting a great deal of discussion in K-12 Education policy circles. This debate reached a boiling point last year when the Los Angeles Times published a database of the value-added scores for all teachers in the nation's second largest school district. Proponents argue value-added measures provide important information on school and teacher effectiveness. Opponents argue value-added measures are imprecise instruments which measure student background instead of teacher or school quality. The purpose of this policy brief is to provide the reader with a general understanding of the concept of a valueadded measure as well as the potential benefits and perils of more widespread use of such value-added measures
Jensen, Nathan C. and Ritter, Gary W., "The Value of Value-Added Measures" (2011). Policy Briefs. 62.