The ability of teachers to raise student academic achievement varies but the reasons are not always clear. Differences among teachers account for an important portion of the achievement differences among students. Teacher effects exist, they are measur able and significant, and they have a cumulative impact on student performance. The differences between teachers can be quantified as “teacher effects” using value-added models. Value-added models attempt to measure how much value a teacher, or school, has added to a student's learning. The models provide a statistical estimate of teacher or school effectiveness by decomposing the variance in student test scores into portions that are explained by students and portions that are assumed to be related to the current teacher and school.
Teacher effects are based on test scores. They are the variance that remains unexplained after a number of sources of variability over which a teacher and school have no control have been taken into account (ex. student characteristics and background). These variations in student achievement gains (residuals) are interpreted to be a measure of teacher effectiveness. Differences between teachers are the varia tion in adjusted student achievement gains between classrooms.
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Tobe, P.F. (2009). Value-Added Models of Teacher Effects. In: Saha, L.J., Dworkin, A.G. (eds) International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73317-3_73
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