value-added estimates are positively correlated with the percentage of ELLs in teachers’ classrooms and teaching experience, and negatively correlated with the percentage of students with a disability in teachers’ classrooms. Teachers who have been teaching longer, who have a greater proportion of ELL students in their classroom, and a smaller proportion of students with a disability have larger effects. Table 3. Average Teacher Value-Added Estimates for Mathematics and Reading by Teacher Education Mathematics Reading Teacher Education (Highest Degree) Mean SD N Mean SD N Bachelor's Degree 0.21 30.79 28,804 -0.09 18.95 36,726 Master's Degree 1.46 30.34 14,494 1.23 19.12 20,830 Doctorate Degree -1.26 27.69 383 0.60 18.75 612 3 provides the mean value-added estimate in reading and math conditional on teachers’ highest degree. In mathematics, teacher value-added estimates were larger for teachers who had completed a master’s degree followed by teachers with a bachelor’s degree and a doctorate degree. For reading, teachers with a master’s degree showed the largest teacher value-added estimates on average, followed by teachers with a doctorate degree and teachers with a bachelor’s degree. Thus, there is not a direct relationship between teacher education and teacher value-added estimates; teachers with master’s degree demonstrate the highest value-added estimates in both mathematics and reading. Simulation Results Quality of Unit (Teacher or School) Effects The tables below provide summaries of the statistics outlined in the Methods section. In almost all cases, our EiV mixed model recovers the parameter estimates for both the fixed and random effects. In a few cases, there is a very small bias in the fixed effects parameters as observed in Table 4. We note that correction for measurement error reduces, but does not totally eliminate, bias in the parameters. All variants of the model produce unbiased estimates of teacher and school effects. Table 4. Unbiasedness of the Fixed Effects Parameters Simple/Baseline Basic Two Lags Small Effects 0.013 0.000 0.000 0.000 Observed Bias Parameter 1 0.000 0.000 0.000 Observed Bias Parameter 2
value-added estimates are positively correlated with the percentage of ELLs in teachers’ classrooms and teaching experience, and negatively correlated with the percentage of students with a disability in teachers’ classrooms. Teachers who have been teaching longer, who have a greater proportion of ELL students in their classroom, and a smaller proportion of students with a disability have larger effects. Table 3. Average Teacher Value-Added Estimates for Mathematics and Reading by Teacher Education Mathematics Reading Teacher Education (Highest Degree) Mean SD N Mean SD N Bachelor's Degree 0.21 30.79 28,804 -0.09 18.95 36,726 Master's Degree 1.46 30.34 14,494 1.23 19.12 20,830 Doctorate Degree -1.26 27.69 383 0.60 18.75 612 3 provides the mean value-added estimate in reading and math conditional on teachers’ highest degree. In mathematics, teacher value-added estimates were larger for teachers who had completed a master’s degree followed by teachers with a bachelor’s degree and a doctorate degree. For reading, teachers with a master’s degree showed the largest teacher value-added estimates on average, followed by teachers with a doctorate degree and teachers with a bachelor’s degree. Thus, there is not a direct relationship between teacher education and teacher value-added estimates; teachers with master’s degree demonstrate the highest value-added estimates in both mathematics and reading. Simulation Results Quality of Unit (Teacher or School) Effects The tables below provide summaries of the statistics outlined in the Methods section. In almost all cases, our EiV mixed model recovers the parameter estimates for both the fixed and random effects. In a few cases, there is a very small bias in the fixed effects parameters as observed in Table 4. We note that correction for measurement error reduces, but does not totally eliminate, bias in the parameters. All variants of the model produce unbiased estimates of teacher and school effects. Table 4. Unbiasedness of the Fixed Effects Parameters Simple/Baseline Basic Two Lags Small Effects Observed Bias Parameter 1 0.013 0.000 0.000 0.000 Observed Bias Parameter 2 0.000 0.000 0.000