AllenJ. P.PiantaR. C.GregoryA.MikamiA. Y.LunJ. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034–1037.
2.
BallouD.SpringerM. G. (2015). Using student test scores to measure teacher performance: Some problems in the design and implementation of evaluation systems [Special issue]. Educational Researcher, 44, 77–86.
3.
BloomH. S.UntermanR. (2012). Sustained positive effects on graduation rates produced by New York City’s small public high schools of choice (policy brief). New York: MDRC.
4.
BormanG. D.DowlingN. M.SchneckC. (2008). A multisite cluster randomized field trial of Open Court Reading. Educational Evaluation and Policy Analysis, 30(4), 389–407.
5.
BormanG. D.SlavinR. E.CheungA. C.ChamberlainA. M.MaddenN. A.ChambersB. (2007). Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44(3), 701–731.
6.
BrykA. S.SebringP. B.AllensworthE.EastonJ. Q.LuppescuS. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.
7.
ChettyR.FriedmanJ. N.HilgerN.SaezE.SchanzenbachD. W.YaganD. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. Quarterly Journal of Economics, 126(4), 1593–1661.
8.
CohenD. K.MoffittS. L. (2009). The ordeal of equality: Did federal regulation fix the schools?Cambridge, MA: Harvard University Press.
9.
DobbieW.FryerR. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5, 28–60.
10.
GleasonP.ClarkM.TuttleC. C.DwoyerE.SilverbergM. (2010). The evaluation of charter school impacts, final report. Washington, DC: U.S. Department of Education, Institute of Education Sciences.
11.
GoldhaberD. (2015). Exploring the potential of value-added performance measures to affect the quality of the teacher workforce [Special issue]. Educational Researcher, 44, 87–95.
12.
GoldringE.GrissomJ. A.RubinM.NeumerskiC. M.CannataM.DrakeT.SchuermannP. (2015). Make room value added: Principals’ human capital decisions and the emergence of teacher observation data [Special issue]. Educational Researcher, 44, 96–104.
13.
JiangJ. Y.SporteS. E.LuppescuS. (2015). Teacher perspectives on evaluation reform: Chicago’s REACH students [Special issue]. Educational Researcher, 44, 105–116.
14.
JohnsonS. M. (2015). Will VAMS reinforce the walls of the egg-crate school? [Special issue]. Educational Researcher, 44, 117–126.
15.
KaneT. J.StaigerD. O. (2008). Estimating teacher impacts on student achievement: An experimental evaluation (Working Paper 14607). Cambridge, MA: National Bureau of Economic Research.
16.
LortieD. C.ClementD. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
17.
Measurement of Effective Teaching Project. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle: Bill and Melinda Gates Foundation.
18.
NyeB.HedgesL. V.KonstantopoulosS. (2004). How large are teacher effects?Educational Evaluation and Policy Analysis, 26, 237–257.
19.
RaudenbushS. W. (2013). What do we know about using value added to compare teachers who work in different schools? (Carnegie Foundation for the Advancement of Teaching Knowledge Brief). Available at http://www.carnegieknowledgenetwork.org/briefs/value-added/
20.
RaudenbushS. W. (2014a). Carnegie Knowledge Network “What do we know about using value added to compare teachers who work in different schools?” (Carnegie Foundation for the Advancement of Teaching Knowledge Brief 10). Available at http://www.carnegieknowledgenetwork.org/briefs/value-added/
21.
RaudenbushS. W. (2014b). What do we know about the long-term impacts of teacher value added? (Carnegie Foundation for the Advancement of Teaching Knowledge Brief). Available at http://www.carnegieknowledgenetwork.org/briefs/value-added/
22.
RaudenbushS. W.JeanM. (2012). How should educators interpret value-added scores? (What We Know Series: Value-Added Methods and Applications; Knowledge Brief). Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
23.
TylerJ. H.TaylorE. S.KaneT. J.WootenA. L. (2010). Using student performance data to identify effective classroom practices. The American Economic Review, 100(2), 256–260.