ReVAMping Teacher Evaluation: Exploring The Consequences of Value Added Modeling (2015)

Undergraduate: Emily Wallace

Faculty Advisor: Patrick Akos
Department: Psychology & Neuroscience

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This study examines the effects of using value-added modeling as a component of teacher evaluation. Value added modeling contributes to a varied proportion of teacher evaluation measures across states, and this research specifically compares the diverse policies of Florida, New York, and Indiana. The results conclude that, although beneficial as a standardized, non-subjective tool to hold teachers accountable, problems exist with the use of such measures. The results show that VAM incentives teacher to avoid certain students, encourages narrowing of the curriculum and teaching to the test, promotes competition between teachers, and indirectly encourages cheating. This analysis concludes that value added modeling should be included in teacher evaluation, but as a less significant factor in combination with other measures.