When this statement first appeared in 2014, I said at the time that it should be on the bulletin board of every public school.
The American Statistical Association explains here why the evaluations of individual teachers should not be based on their students’ test scores.
Here is an excerpt. Read the whole statement, which is only 8 pages long:
It is unknown how full implementation of an accountability system incorporating test-based indicators, such as those derived from VAMs, will affect the actions and dispositions of teachers, principals and other educators. Perceptions of transparency, fairness and credibility will be crucial in determining the degree of success of the system as a whole in achieving its goals of improving the quality of teaching. Given the unpredictability of such complex interacting forces, it is difficult to anticipate how the education system as a whole will be affected and how the educator labor market will respond. We know from experience with other quality improvement undertakings that changes in evaluation strategy have unintended consequences. A decision to use VAMs for teacher evaluations might change the way the tests are viewed and lead to changes in the school environment. For example, more classroom time might be spent on test preparation and on specific content from the test at the exclusion of content that may lead to better long-term learning gains or motivation for students. Certain schools may be hard to staff if there is a perception that it is harder for teachers to achieve good VAM scores when working in them. Overreliance on VAM scores may foster a competitive environment, discouraging collaboration and efforts to improve the educational system as a whole.
Research on VAMs has been fairly consistent that aspects of educational effectiveness that are measurable and within teacher control represent a small part of the total variation in student test scores or growth; most estimates in the literature attribute between 1% and 14% of the total variability to teachers. This is not saying that teachers have little effect on students, but that variation among teachers accounts for a small part of the variation in scores. The majority of the variation in test scores is attributable to factors outside of the teacher’s control such as student and family background, poverty, curriculum, and unmeasured influences.
The VAM scores themselves have large standard errors, even when calculated using several years of data. These large standard errors make rankings unstable, even under the best scenarios for modeling. Combining VAMs across multiple years decreases the standard error of VAM scores. Multiple years of data, however, do not help problems caused when a model systematically undervalues teachers who work in specific contexts or with specific types of students, since that systematic undervaluation would be present in every year of data.
Despite the warning from ASA, which has no special interest and does not represent teachers or public school administrators, many states continue to use this method (called VAM, or value-added measurement or value-added modeling).
States were coerced into adopting this unproven method by the U.S. Department of Education, which said that states had to adopt it if they wanted to be eligible to compete for nearly $5 billion in federal funds in 2009, as every state was undergoing a budget crisis caused by the economic meltdown of fall 2008.
Many states adopted it, and it has not had positive effects in any state.
In Colorado and New York, among others, VAM scores count for as much as 50% of teachers’ evaluation.
A state court in New York ruled this method “arbitrary and capricious” when challenged by fourth grade teacher Sheri Lederman and her lawyer-husband Bruce Lederman.
Some states assign VAM scores to teachers based on students they never taught in subjects they don’t teach.
This is an example of federal and state policy that has no basis in evidence and that has harmed the lives of many teachers. It very likely has caused teachers to leave the profession and contributed to teacher shortages.