“Most VAM studies find that teachers account for about 1% to 14% of the variability in test scores, and that the majority of opportunities for quality improvement are found in the system-level conditions. Ranking teachers by their VAM scores can have unintended consequences that reduce quality.” The ASA points out: “This is not saying that teachers have little effect on students, but that variation among teachers accounts for a small part of the variation in scores. The majority of the variation in test scores is attributable to factors outside of the teacher’s control such as student and family background, poverty, curriculum, and unmeasured influences.” American Statistical Society, April 8th, 2014.
The central feature of the Obama administration’s $5 billion “Race to the Top” program was sharply deconstructed and refuted last week by the American Statistical Association, one of the nation’s leading scholarly organizations. Spurred on by the administration’s combination of federal cash and mandates, most states are now using student test scores to rank and evaluate teachers. This method of evaluating teachers by test scores is called value-added measurement, or VAM. Teachers’ compensation, their tenure, bonuses, and other rewards and sanctions are tied directly to the rise or fall of their student test scores, which the Obama administration considers a good measure of teacher quality.
Secretary Arne Duncan believes so strongly in VAM that he has threatened to punish Washington state for refusing to adopt this method of evaluating teachers and principals. In New York, a state court fined New York City $150 million for failing to agree on…
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