I asked Audrey Amrein-Beardsley to compile a list of the most important VAM research.


Here are her recommendations for the top 13 research articles about Value-Added Measurement:

Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65-75. doi: 10.3102/0013189X08316420.

Amrein-Beardsley, A., & Collins, C. (2012). The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences. Education Policy Analysis Archives, 20(12), 1-36. Retrieved from http://epaa.asu.edu/ojs/article/view/1096

Berliner, D. C. (2014). Exogenous variables and value-added assessments: A fatal flaw. Teachers College Record, 116(1). Retrieved from http://www.tcrecord.org/content.asp?contentid=17293

Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson, R. J., & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, D.C.: Economic Policy Institute. Retrieved from http://www.epi.org/publications/entry/bp278

Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8-15. Retrieved from http://www.kappanmagazine.org/content/93/6/8.full.pdf+html

Haertel, E. H. (2013). Reliability and validity of inferences about teachers based on student test scores. Princeton, NJ: Education Testing Service. Retrieved from http://www.ets.org/Media/Research/pdf/PICANG14.pdf

Haut, M. & Elliott, S. W (Eds.). (2011). Incentives and test-based accountability in education. Committee on Incentives and Test-based Accountability in Public Education, National Research Council. Washington, DC: National Academies Press. Retrieved from http://nfpcar.org/Archive/Education_Evaluation_12521.pdf

Hill, H. C., Kapitula, L, & Umlan, K. (2011, June). A validity argument approach to evaluating teacher value-added scores. American Educational Research Journal, 48(3), 794-831. doi:10.3102/0002831210387916

Newton, X., Darling-Hammond, L., Haertel, E., & Thomas, E. (2010) Value-Added Modeling of Teacher Effectiveness: An exploration of stability across models and contexts. Educational Policy Analysis Archives, 18(23), 1-27. Retrieved from http://epaa.asu.edu/ojs/article/view/810

Papay, J. P. (2010). Different tests, different answers: The stability of teacher value-added estimates across outcome measures. American Educational Research Journal. doi: 10.3102/0002831210362589

Paufler, N. A. & Amrein-Beardsley, A. (2013, October). The random assignment of students into elementary classrooms: Implications for value-added analyses and interpretations. American Educational Research Journal. doi: 10.3102/0002831213508299

Rothstein, J. (2009). Student sorting and bias in value-added estimation: Selection on observables and unobservables. Education Finance and Policy, 4(4), 537-571. doi: http://dx.doi.org/10.1162/edfp.2009.4.4.537

Schochet, P. Z. & Chiang, H. S. (2010, July). Error rates in measuring teacher and school performance based on student test score gains. U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/pubs/20104004/


When asked for the top 25 (including the above), here is her list.


If your curiosity is not sated, here is an even longer list, thanks to Professor Amrein-Beardsley.


You too can be an expert.