@conference {576861,
	title = {Examining High and Low Value-Added Mathematics: Can Expert Observers Tell the Difference?},
	booktitle = {Association for Public Policy Analysis \& Management Fall Research Conference},
	year = {2013},
	month = {November 7, 2013},
	address = {Washington, DC},
	abstract = {<p><span>In this study, we use value-added scores and video data in order to mount an exploratory study of high- and low-VAM teachers{\textquoteright} instruction. Specifically, we seek to answer two research questions: First, can expert observers of mathematics instruction distinguish between high- and low-VAM teachers solely by observing their instruction? Second, what instructional practices, if any, consistently characterize high but not low-VAM teacher classrooms? To answer these questions, we use data generated by 250 fourth- and fifth-grade math teachers and their students in four large public school districts.Preliminary analyses indicate that a teacher{\textquoteright}s value-added rank was often not obvious to this team of expert observers.</span></p>},
	author = {Heather C. Hill and Claire Gogolen and Erica Litke and Andrea Humez and David Blazar and Douglas Corey and Johanna Barmore and Mark Chin and Mary Beisiegel and Sara Roesler and Lucas Salzman and David Braslow and Samantha Rabinowicz}
}
