A key question facing teacher evaluation systems is how to combine multiple measures of complex constructs into composite indicators of performance. We use data from the Measures of Effective Teaching (MET) study to investigate the measurement properties of composite indicators obtained under various conjunctive, disjunctive (or complementary),…

Despite growing calls for more accountability of teacher education programs (TEPs), there is little consensus about how to evaluate them. This study investigates the potential for using observational ratings of program completers to evaluate TEPs. Drawing on statewide data on almost 9,500 program completers, representing 44 providers (183…

This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the…

A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)

Title I Evaluation models using uniform procedures and data collection for state and national comparisons are interpreted as federal endorsement of basic, common competencies in reading and mathematics. Basic competencies, content homogeneity, conversion methodology, and validity of the evaluation are discussed. (MH)