Student Seminar Series - October 17, 2005
University of Minnesota
School of Statistics
College of Liberal Arts
A
Discussion of Statistical Modeling Options for Evaluating the Effect of
Teachers on Student Academic Achievement
Sarah Heimel
Monday, October 17, 2005
8:30 AM, 170
Ford Hall
Minneapolis, East Bank Campus
Refreshments at 8:15 AM
300 Ford Hall
Abstract
Methods
of teacher evaluation have been discussed for decades. In
America, recent political initiatives, including the No Child Left
Behind Act and Minnesota's proposed Q-Comp plan, have pushed the
discussion into the public realm. Statistical models, often called
"value-added models," have become a common tool in evaluating
teachers. These models utilize standardized test score data to
determine how much effect a teacher has on a student's academic
achievement. There are a variety of these models currently in use
across the country, each with advantages and disadvantages.
Ultimately, a community that is formulating a statistical method of
teacher evaluation should be knowledgeable of both what the community
needs and what statistical options will accurately meet those needs.
The magnitude of a teacher's estimated effect on students may depend
on the chosen statistical model and its assumptions.