From Education Week: Top researchers studying new “value added” or “growth index” models for measuring a teacher’s contribution to student achievement completely agree on one thing: these methods should be used in staff-evaluation systems with more caution than they have been so far. That area of agreement emerged in an Aug. 9 meeting that drew together a who’s who of a dozen of the nation’s top education researchers on value-added methods—in areas from education to economics—to build, if not consensus, at least familiarity within a disparate research community for value-added systems.

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