Value-added Models and Test Scores from Students with Disabilities

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Presentation transcript:

Value-added Models and Test Scores from Students with Disabilities Heather M. Buzick Educational Testing Service 2013 OSEP Project Directors’ Conference Washington, DC July 15th, 2013 11/21/2018

Value-added modeling Value-added modeling is a statistical approach that attempts to isolate the contribution of particular teachers to student performance Controls for factors beyond the teacher’s control Attempts to control for sorting of teachers and students into schools Many different models can be specified as value-added Pros: Objective and quantifiable; comparable across schools and districts Cons: General technical limitations may diminish support for valid inferences about teacher effectiveness

Research and Policy Questions Should scores from students with disabilities be included? Face and consequential validity Technical challenges and solutions How should scores from students with disabilities be included?

Technical challenges Inconsistent accommodation use across years is related to measured growth (read aloud and extra time) Average performance is low, the scale is imprecise The number of tested students for special education teachers is often too low Time spent with the teacher (general ed. and special ed.) Alternate assessment scores cannot be used in most cases

Research Example

Average percentile ranking of teachers

Value-added and teacher preparation programs Limited research with special education teachers and students with disabilities Some challenges may be mitigated in the aggregate Likely contributes to more within-program variation The model matters