How Does a Value-Added Model Compare to the Colorado Growth Model?
Working Paper 22
Publisher: Washington, DC: Mathematica Policy Research
This working paper compares teacher evaluation scores from a typical value-added model with results from the Colorado Growth Model (CGM) and finds that use of the CGM in place of a value-added model depresses the evaluation scores for teachers with more English language learner students and increases the evaluation scores for teachers of low-achieving students.
Value-Added Assessment System for DC Schools and Teachers
District of Columbia Public Schools