American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
BakerB. D.OluwoleJ.GreenP. C.III (2013). The legal consequences of mandating high stakes decisions based on low quality information: Teacher evaluation in the race-to-the-top era. Education Policy Analysis Archives, 21(5).
5.
BraunH.ChudowskyN.KoenigJ. (2010). Getting the value out of value-added: Report of a workshop. Washington, DC: National Research Council and National Academy of Education.
6.
ChiangH.LipscombS.GillB. (2012). Is school value-added indicative of principal quality? Cambridge, MA: Mathematica Policy Research.
7.
Darling-HammondL.MeyersonD.LaPointeM.OrrM. (2010). Preparing principals for a changing world. San Francisco: Jossey-Bass.
8.
FullerE. J.HollingworthL. (2014). A bridge too far? Challenges in evaluating principal effectiveness. Educational Administration Quarterly, 50(3), 466–499.
9.
GansleK. A.NoellG. H.BurnsJ. M. (2012). Do student achievement outcomes differ across teacher preparation programs? An analysis of teacher education in Louisiana. Journal of Teacher Education, 63(5), 304–317.
10.
GoeL.HoldheideL. (2011). Measuring teachers’ contribution to student learning growth for nontested grades and subjects (Research & Policy Brief). Washington, DC: National Comprehensive Center for Teacher Quality.
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. Educational Researcher, 44(2), 96–104.
13.
GoldsteinJ. (2010). Peer review and teacher leadership: Linking professionalism and accountability. New York: Teachers College Press.
14.
GrissomJ. A.KalogridesD.LoebS. (2012). Using student test scores to measure principal performance. Nashville, TN: Vanderbilt University.
15.
HarrisH. N.HerringtonC. D. (Eds.). (2015). Value added meets the schools: The effects of using test-based teacher evaluation on the work of teachers and leaders [Special issue]. Educational Researcher, 44(2).
16.
HenryG. T.KershawD.ZulliR.SmithA. (2012). Incorporating teacher effectiveness into teacher preparation program evaluation. Journal of Teacher Education, 63(5), 335–355.
17.
KnightS. L.EdmonsonJ.LloydG.ArbaughF.NolanJ.WhitneyE.McDonaldP. (2012). Examining the complexity of assessment and accountability in teacher education. Journal of Teacher Education, 63(5), 301–303.
LockwoodJ. R.McCaffreyD.HamiltonL.StecherB.LeV.MartinezJ. (2007). The sensitivity of value-added teacher effect estimates to different mathematics achievement measures. Journal of Educational Measurement, 44(1), 47–67.
20.
NewtonX.Darling-HammondL.HaertelE.ThomasE. (2010). Value-added modeling of teacher effectiveness: An exploration of stability across models and contexts. Educational Policy Analysis Archives, 18(23).
21.
PapeyJ. P.Moore JohnsonS. (2012). Is PAR a good investment? Understanding the costs and benefits of teacher Peer Assistance and Review programs. Educational Policy, 26(5), 696–729.
22.
RothsteinJ. (2009). Student sorting and bias in value-added estimation: Selection on observables and unobservables. Education Finance and Policy, 4(4), 537–571.