@conference {576941,
	title = {How Well Do Teacher Observations Predict Value-Added? Exploring Variability Across Districts},
	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 ask: Do observational instruments predict teachers{\textquoteright} value-added equally well across different state tests and district/state contexts? And, to what extent are differences in these correlations a function of the match between the observation instrument and tested content? We use data from the Gates Foundation-funded Measures of Effective Teaching (MET) Project(N=1,333) study of elementary and middle school teachers from six large public school districts,and from a smaller (N=250) study of fourth- and fifth-grade math teachers from four large public school districts. Early results indicate that estimates of the relationship between teachers{\textquoteright} value-added scores and their observed classroom instructional quality differ considerably by district.</span></p>},
	author = {Kathleen Lynch and Mark Chin and David Blazar}
}
