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oai:ubir.buffalo.edu:10477/808332026-04-24T20:21:33Zcom_10477_77914col_10477_80447

Estimation of Achievement Gaps in Class via Teacher Value-added Effect Models Kim, Taeyoung Lee, Jaekyung Counseling, School and Educational Psychology educational evaluation statistics education policy Ph.D. This study examines effects of teachers on students learning outcomes as well as the outcome dispersion in a multilevel value-added model with various teacher value-added metrics. In value-added models, teachers’ contributions to student learning gains have been typically evaluated based on residuals averaged over students in a class. By broadening this conventional practice to teachers’ distributive value-added effects, this study aims to see whether more effective teachers contribute not only to excellence but to equity. Four different estimation strategies were employed, and a multilevel value-added model was fit to the Measures of Effective Teaching data. The present study found that effective teachers did not necessarily help reduce the achievement gaps among students with diverse backgrounds and that the relationships between teacher characteristics and their value-added average and distributive effects were, in general, weak. Policy implications concerning teacher evaluation using value-added models are presented with the limitations of this study. 2019-10-29T16:47:23Z 2019-10-29T16:47:23Z 2019 2019-05-31 17:46:37 Text Dissertation http://hdl.handle.net/10477/80833 eng Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions. Copyright retained by author. application/pdf State University of New York at Buffalo