Scrutiny Heightens for ‘Value Added’ Research Methods
As value-added research designs gain in popularity and undergo increasing scrutiny, experts are beginning to wave cautionary flags about how best to make use of them in education.
“We’re making progress,” said Douglas N. Harris, an assistant professor of educational policy studies at the Wisconsin Center for Educational Research, based at the University of Wisconsin-Madison. “But we need to be cautious in using value-added modeling in a high-stakes way. Using it at the school level is probably a better approach than we have now, but I think it’s more ambiguous whether we should go to teacher-level value-added.”
Mr. Harris helped organize an April 22-24 conference here in which researchers from a variety of academic disciplines presented studies that both bolstered the method’s credibility and introduced caveats about...
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