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Although the Every Student Succeeds Act (ESSA) allows more flexibility, many LEAs keep VAMs in place, indicating they treat them as valid indicators of teacher effectiveness. This systematic review applies a framework grounded in the Standards of Educational and Psychological Testing to assess validity evidence across 75 peer-reviewed studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluating-the-validity-evidence-surrounding-the-use-of-value-added-models-to-evaluate-teachers-a-systematic-review-602215/602215/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluating-the-validity-evidence-surrounding-the-use-of-value-added-models-to-evaluate-teachers-a-systematic-review-602215/602215.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do local education agencies keep using value-added models (VAMs) for teacher evaluation?","Question",{"text":112,"@type":113},"LEAs continue to use VAMs because, despite ESSA flexibility, few have discontinued them, suggesting they view VAMs as a valid measure of teacher effectiveness.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework guides the systematic review?",{"text":117,"@type":113},"The review uses a framework built on the Standards of Educational and Psychological Testing to examine validity evidence.",{"name":119,"@type":110,"acceptedAnswer":120},"How many peer-reviewed articles are included in the review and what are their contributions?",{"text":121,"@type":113},"The review examines 75 articles in high-quality, peer-reviewed journals where authors supported or challenged users’ interpretations and uses of VAMs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602215,1792191316,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 31 Number 117 October 24 , 2023 ISSN 1068-2341 |  |\n\nEvaluating the Validity Evidence Surrounding the Use of Value-Added Models to Evaluate Teachers:  \nA Systematic Review  \nAudrey Amrein-Beardsley  \nArizona State University  \nUnited States  \nMatthew Ryan Lavery  \nSouth Carolina Education Oversight Committee  \nUnited States  \nJessica Holloway  \nAustralian Catholic University  \nAustrailia  \nMargarita Pivovarova  \nArizona State University  \nUnited States  \n&  \nDebbie L. Hahs-Vaughn  \nUniversity of Central Florida  \nUnited States  \nCitation: Amrein-Beardsley, A., Lavery, M. R., Holloway, J., Pivovarova, M., & Hahs-Vaughn, D. L.(2023). Evaluating the validity evidence surrounding the use of value-added models to evaluate teachers: A systematic review. Education Policy Analysis Archives, 31(117) .  \n[https://doi.org/10.14507/epaa.31.8021](https://doi.org/10.14507/epaa.31.8021)  \nAbstract: Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAMuse, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In this systematic review, we used a framework built on the Standards ofEducational and Psychological Testing (AERA et al., 2014) to examine validity evidence contained in 75 articles published in high-quality, peer-reviewed journals in which article authors supported or challenged user interpretations and uses of VAMs. Results with implications for educational policy arepresented.  \nKeywords: validity/reliability; school/teacher effectiveness; teacher evaluation; educational policy; value-added models  \nEvaluación de la evidencia de validez sobre el uso de modelos de valor agregado para evaluar a los docentes: Una revisión sistemática  \nResumen: Las agencias educativas locales (LEA) continúan utilizando modelos de valoragregado (VAM) para políticas y propósitos de evaluación docente, a menudo con consecuencias. Aunque la Ley Every Student Succeeds (ESSA) proporciona másflexibilidad a las LEA, pocas han descontinuado el uso de VAM, lo que sugiere que interpretan los VAM como una medida válida de la eficacia docente. En esta revisiónsistemática, utilizamos un marco basado en los Estándares de Pruebas Educativasy Psicológicas (Standards ofEducational and Psychological Testing; AERA et al., 2014) para examinar la evidencia de validez contenida en 75 artículos publicados en revistas revisadas por pares dealta calidad en los que los autores de los artículos apoyaron o cuestionó las interpretaciones de los usuarios y los usos de los VAM. Se presentan resultados con implicaciones para la política educativa.  \nPalabras-clave: validez/confiabilidad; eficacia de la escuela/docente; evaluación docente; política educativa; modelos de valor agregado  \nAvaliando as evidências de validade do uso de modelos de valor agregado para avaliar professores: Uma revisão sistemática  \nResumo: As agências educativas locais (LEAs) continuam a utilizar modelos de valoracrescentado (VAM) para políticas e fins de avaliação de professores, muitas vezes com consequências associadas. Embora a Lei de Todos os Alunos com Sucesso (ESSA) proporcione mais flexibilidade aos LEAs, poucos descontinuaram o uso do VAM, sugerindo que interpretam os VAM como uma medida válida da eficácia dos professores. Nesta revisão sistemática, utilizamos uma estrutura baseada nos Padrões de Testes Educacionais e Psicológicos (AERA et al., 2014) para examinar as evidências de validade contidas em 75 artigos publicados em periódicos revisados por pares de alta qualidade, nos quais os autores dos artigos apoiaram ou desafiou as interpretações e usos dos VAMs pelos usuários. São apresentados resultados com implic","cbCail0UnqTHbBeo","https://ap.wps.com/l/cbCail0UnqTHbBeo","pdf",650750,38,"English","# Abstract\n## Background and purpose\n## Review framework and evidence base\n## Findings and policy implications","[{\"question\":\"Why do local education agencies keep using value-added models (VAMs) for teacher evaluation?\",\"answer\":\"LEAs continue to use VAMs because, despite ESSA flexibility, few have discontinued them, suggesting they view VAMs as a valid measure of teacher effectiveness.\"},{\"question\":\"What framework guides the systematic review?\",\"answer\":\"The review uses a framework built on the Standards of Educational and Psychological Testing to examine validity evidence.\"},{\"question\":\"How many peer-reviewed articles are included in the review and what are their contributions?\",\"answer\":\"The review examines 75 articles in high-quality, peer-reviewed journals where authors supported or challenged users’ interpretations and uses of VAMs.\"}]","Evaluating the Validity Evidence Surrounding the Use of Value-Added Models to Evaluate Teachers - A Systematic Review | PDF",1792094254,96]