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Value-Added Measures in Education: What Every Educator Needs to Know Edition Unstated

by Douglas N. Harris (Author), Randi Weingarten (Foreword)

4.2 12 ratings

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In Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment.

Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

ISBN-10

1612500005
ISBN-13

978-1612500003
Edition

Edition Unstated
Publisher

Harvard Education Press
Publication date

January 1, 2011
Language

English
Dimensions

6 x 0.6 x 8.9 inches
Print length

288 pages
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Editorial Reviews

Review

"Value-Added Measures"in Education offers an important paradigm shift in our understanding of how federally mandated test data should be used. Currently test data is used to compare different cohorts of students to one another. Harris shows that we will be able to meet students needs better if we place our focus on individual students learning year to year. Christine A. Erickson, elementary teacher, Stoughton Area School District, Stoughton, Wisconsin
"

Doug Harris s book provides a clear explanation of value-added models and their potential value in improving education for the nation s children. While neither advocates nor critics of value-added models will find that the book totally supports their position, members of both camps will learn a great deal from it."Value-Added Measures in Education"provides thoughtful, constructive advice about a host of practical issues that confront educators who implement this approach to accountability. The recommendations that conclude the book reflect the best available research knowledge and, most important, are sensible and actionable. Richard J. Murnane, Thompson Professor, Harvard Graduate School of Education
"

Public debate rages over the complicated issues of high-stakes testing, school accountability, and merit pay. In"Value-Added Measures in Education," Doug Harris offers a detailed, reasoned, and accessible explanation of what standardized test scores can truly measure and how we can design educational accountability systems that improve teaching and learning. A much-needed voice in this rancorous conversation! Daniel A. Domenech, executive director, American Association of School Administrators
"

Value-added measurement is at the heart of today s efforts to reform accountability, teacher evaluation, and teacher pay. Yet those responsible for these systems are often unsure of the practical challenges or potential pitfalls. Doug Harris, one of the nation s leading authorities on value-added, has rendered a signal service in penning this accessible, practical user s manual. "Value-Added Measures in Education"is essential reading for district leaders, policy makers, reformers, and educators. Frederick M. Hess, director of education policy studies, American Enterprise Institute"

From the Inside Flap

In Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

"Public debate rages over the complicated issues of high-stakes testing, school accountability, and merit pay. In Value-Added Measures in Education, Doug Harris offers a detailed, reasoned, and accessible explanation of what standardized test scores can truly measure and how we can design educational accountability systems that improve teaching and learning. A much-needed voice in this rancorous conversation!" -- Daniel A. Domenech, executive director, American Association of School Administrators

"Value-Added Measures in Education offers an important paradigm shift in our understanding of how federally mandated test data should be used. Currently test data is used to compare different cohorts of students to one another. Harris shows that we will be able to meet students' needs better if we place our focus on individual students' learning year to year." -- Christine A. Erickson, elementary teacher, Stoughton Area School District, Stoughton, Wisconsin

"Doug Harris's book provides a clear explanation of value-added models and their potential value in improving education for the nation's children. While neither advocates nor critics of value-added models will find that the book totally supports their position, members of both camps will learn a great deal from it. Value-Added Measures in Education provides thoughtful, constructive advice about a host of practical issues that confront educators who implement this approach to accountability. The recommendations that conclude the book reflect the best available research knowledge and, most important, are sensible and actionable." -- Richard J. Murnane, Thompson Professor, Harvard Graduate School of Education

"Value-added measurement is at the heart of today's efforts to reform accountability, teacher evaluation, and teacher pay. Yet those responsible for these systems are often unsure of the practical challenges or potential pitfalls. Doug Harris, one of the nation's leading authorities on value-added, has rendered a signal service in penning this accessible, practical 'user's manual.' Value-Added Measures in Education is essential reading for district leaders, policy makers, reformers, and educators." -- Frederick M. Hess, director of education policy studies, American Enterprise Institute

Douglas N. Harris is associate professor of educational policy and public affairs at the University of Wisconsin-Madison.

From the Back Cover

In Value-Added Measures in Education, economist and education researcher Douglas N. Harris takes on one of the most hotly debated topics in education. Drawing on his extensive work with schools and districts, he sets out to help educators and policy makers understand this innovative approach to assessment. Written in straightforward language and illustrated with actual student achievement data, this essential volume shows how value-added measurement can help schools make better use of their data and discusses the strengths and limitations of this approach.

“Public debate rages over the complicated issues of high-stakes testing, school accountability, and merit pay. In Value-Added Measures in Education, Doug Harris offers a detailed, reasoned, and accessible explanation of what standardized test scores can truly measure and how we can design educational accountability systems that improve teaching and learning. A much-needed voice in this rancorous conversation!” — Daniel A. Domenech, executive director, American Association of School Administrators

“Value-Added Measures in Education offers an important paradigm shift in our understanding of how federally mandated test data should be used. Currently test data is used to compare different cohorts of students to one another. Harris shows that we will be able to meet students’ needs better if we place our focus on individual students’ learning year to year.” — Christine A. Erickson, elementary teacher, Stoughton Area School District, Stoughton, Wisconsin

“Doug Harris’s book provides a clear explanation of value-added models and their potential value in improving education for the nation’s children. While neither advocates nor critics of value-added models will find that the book totally supports their position, members of both camps will learn a great deal from it. Value-Added Measures in Education provides thoughtful, constructive advice about a host of practical issues that confront educators who implement this approach to accountability. The recommendations that conclude the book reflect the best available research knowledge and, most important, are sensible and actionable.” — Richard J. Murnane, Thompson Professor, Harvard Graduate School of Education

“Value-added measurement is at the heart of today’s efforts to reform accountability, teacher evaluation, and teacher pay. Yet those responsible for these systems are often unsure of the practical challenges or potential pitfalls. Doug Harris, one of the nation’s leading authorities on value-added, has rendered a signal service in penning this accessible, practical ‘user’s manual.’ Value-Added Measures in Education is essential reading for district leaders, policy makers, reformers, and educators.” — Frederick M. Hess, director of education policy studies, American Enterprise Institute

Douglas N. Harris is associate professor of educational policy and public affairs at the University of Wisconsin-Madison.

About the Author

Douglas N. Harris is Associate Professor of Educational Policy and Public Affairs at the University of Wisconsin at Madison. His more than two dozen articles about teachers and accountability have been published in economics and other academic journals and cited in the national media, including CNN, Education Week, the New York Times, the Washington Post, and the Wall Street Journal. He co-chaired the 2008 National Conferences on Value-Added in Madison, Wisconsin, and Washington, DC. He is a regular adviser to members of Congress, governors, school districts, and other education policymakers on value-added and other educational policy issues. In addition to his research and teaching, he is a former school board member. He and his wife, Debbi, are the parents of two daughters.

Product details

Publisher ‏ : ‎ Harvard Education Press; Edition Unstated (January 1, 2011)
Language ‏ : ‎ English
Paperback ‏ : ‎ 288 pages
ISBN-10 ‏ : ‎ 1612500005
ISBN-13 ‏ : ‎ 978-1612500003
Item Weight ‏ : ‎ 13.9 ounces
Dimensions ‏ : ‎ 6 x 0.6 x 8.9 inches

Best Sellers Rank: #2,442,917 in Books (See Top 100 in Books)
- #514 in Education Curriculum & Instruction
- #592 in Educational Philosophy
- #1,214 in Education Administration (Books)

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Yasmin R.

Value Added Measures- History, Challenges, and Misconceptions

Reviewed in the United States on December 14, 2015

Verified Purchase

Value-added measures in education: What every educator needs to know by Douglas N. Harris, Harris in his books aims to inform educators what value added measures are as well as how value-added measures can be use to improve teaching and learning. Through out the entire book, Harris explains value added measure by providing examples or analogies that can help explain further the concepts. Harris in his book starts first with discussing the cardinal rule and uses this rule as his basis throughout the whole book. Besides Harris using examples and the cardinal rule to explain value added measure, Harris divides his book into three sections.

The first section include chapter one to chapter four. These chapters seeks to answer the question how value added measures were created. Chapter one seeks to answer this question by providing background information about the issues of educator performance and accountability. Chapter two discusses the misused of tests and explains four types of test reporting methods. Additionally, in this chapter Harris explains the idea that test scores are snapshots of a measurement. In this chapter he concludes by saying that there should be a new way in looking at the achievement data rather than focusing only on the snapshot of a measure. Chapter three discusses the idea of how to measure student growth. In this chapter, Harris explains three types of measurement of growth. The three types of measurement growth are: student growth, cohort to cohort growth, and growth to proficiency. In explaining these three measurements, Harris uses one school district data as well as using graphs to illustrate and explain the difference between the three types of measurement growth. Chapter four introduces value added and the factors that create value added. In this chapter, he defines two different types of value added measures. The two are: simple value added and advance value added measures. Additionally, in this chapter he discusses factors in creating value added models for schools. Harris uses graphs to illustrate the factors with value added measures.

The second section of the book discusses the challenges of value added measures. Chapter five discusses that the challenge with value added model is based on statistical errors. This chapter describes statistical error as systematic and random error. Harris explains and defines statistical and random errors through graph illustrations as well as using the school data example. Additionally, this chapter discusses type I and type II errors. Chapter six discusses the challenges with value added measures by focusing on the teacher. Harris begins this chapter by discussing his sixth grade teacher Ms. Bloom. In this chapter, he discusses factors that are measures of value added for teacher as well as discussing systematic errors. Chapter seven discusses the idea that value added measures reduced systematic error rather than random error. Chapter eight discusses the evaluation of value added measures and the debate between researchers and the policymakers. This chapter addresses three assumptions as well as discussing the double standard that is occurring with value added.

The last section focuses on providing solutions to the challenges. Chapter nine addresses the issues that value added model has with teaching and learning. Harris in this section provides nine recommendations for value added measures that can help teach and learn. Additionally, Harris provides examples of case studies that used value added. Chapter ten focuses in addressing the issue of creating and reporting value added measures. In this chapter, Harris states that value added measures should not be created until people know how they plan to use value added measure. Harris again provides ten recommendations in how to create and report value added measures. Finally, Harris in chapter eleven concludes by addressing the misconceptions of value added measures and discussing the tradeoff of value added measures. In this book, Harris does not choose either one side over the other. Overall, Harris goal was to inform educators about value added model and did not focus on either value added models being a good or bad measure but rather discuss what is value added model, what are misconceptions of value added model and end with trade offs with value added models.
-Yasmin R.

Reviewed in the United States on August 7, 2011

Verified Purchase

There is a lot to like in this book. Douglas Harris does a nice job of describing all of the statisitical cautions associated with using student achievement data for the purposes of evaluating schools and teachers. Great information in and of itself. However, professor Harris' analysis is incomplete. Though he rightfully argues for "advanced value-added" methods of accountability which adjust achievement scores for uncontrollable variables, he neglects the one uncontrollable variable that produces the most variation in student achievement - cognitive ability. For large groups of students of about the same age, say all fifth graders in a state, more than half of the variation observed in achievement test scores is due to differences in cognitive ability. While other variables, such as quality of classroom instruction and home support play important roles in achievement variation, fair comparisons among schools and teachers require that differences in cognitive ability be accounted for and systematically factored out of value-added calculations.

To date, none of the value-added accountbility schemes employed in the United States, including all of the examples described by Professor Harris in his book, have applied controls for cognitive ability thus rendering all of them problematic for high stakes decision-making - such as school sanctions or teacher tenure, compensation, or continued employment decisions.

Value-added measures of schools and teachers are potentially very valuble accountability tools. But basic designs must capture and control all of the most relevent factors affecting student achievement. This book does a good job of informing the design of robust value-added measures. With specific guidance related to controlling for cognitive ability, it could be great.

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Cara Taylor

Read this for class...

Reviewed in the United States on April 29, 2018

Verified Purchase

I read this book as assigned reading for one of my Ed Specialist courses in Ed Leadership and Policy Analysis. This book wasn't my favorite. It was difficult to understand for someone who hasn't had much experience with value-added measures. The writing is good and straight-forward, which I appreciated, but it was pretty bland. I wouldn't recommend it unless you're being made to read it. =)

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Shawn Post

A must-read for educators!

Reviewed in the United States on August 23, 2014

Verified Purchase

This book made a huge difference in my understanding of values-added measures in education.I teach at a research 1 institution and have decided to adopt the book as a recommended reading for the graduate students in my education policy course. I usually skim through texts but this text was so engaging that I found myself reading and re-reading through each chapter. I highly recommend this book to anyone interested in educational policy and accountability.

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noppadol manosuthi

Great book, but not perfect. highly recommend for beginner and fairly recommend for intermediate level.

Reviewed in the United States on August 15, 2014

Verified Purchase

This is great for beginner, however, it may be too simple for one who enthusiatic with model such as HLM or vertical link model.
Anyway, i recommend this book for everyone because it is very easy to digest. Editor is very good to explain things clearly.
But some facts are wrong (contain some factual errors but not serious), for example, the writer tried to compare failure in inversment banker norm to education norm by using the word snapshot. In accounting and financial environment, items in balance sheet is snapshot, but not for items in income statement such as profit.

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