25:
81:. He developed the Tennessee Value-Added Assessment System (TVAAS), also known as the Educational Value-Added Assessment System (EVAAS), a method for measuring a teacher's effect on student performance by tracking the progress of students against themselves over the course of their school career with their assignment to various teachers' classes.
190:
studied Dr. Sanders' method and determined that his approach does not satisfactorily account for bias, cautioning that non-educational effects may be attributed by mistake to teachers, with no way of effectively determining the magnitude of the error. Ballou (2002) and
Kupermintz (2003) further
178:
Dr. Ballou, in
Lissitz (Ed.), 2005, "Value Added Models in Education: Theory and Applications," analyzed the TVAAS and determined that value added-assessment of teachers are fallible estimates of teacher contribution to student learning, stating that
127:
to introduce merit pay for teachers, which raised questions as to the qualifications for merit. He sent a letter to the governor explaining a potential method, and while he did not use it, the idea was revived eight years later by
417:
550:
468:
Eva L. Baker; Paul E. Barton; Linda
Darling-Hammond; Edward Haertel; Helen F. Ladd; Robert L. Linn; Diane Ravitch; Richard Rothstein; Richard J. Shavelson; Lorrie A. Shepard (29 August 2010).
183:
of value-added estimates are large. Author thinks that value added models are merely one useful tool that should be used as one of many assessments in a comprehensive system of evaluation.
385:
102:
271:
132:. The system depends on calculating expected versus actual growth trajectories for students as scored on standardized exams; these "value-added" scores fell into a
191:
support this claim, claiming that non-educational factors have a noticeable impact on the evaluation of teachers despite efforts to account for them in the model.
555:
78:
202:. The accuracy of VAM for evaluating individual teachers has been further discredited by the Economic Policy Institute and by mathematician John Ewing.
140:
across the United States. Sanders' approach has been used to support the theory that the quality of teachers is central to educational achievement.
123:
Sanders's primary contributions, however, were in education. In 1982, Sanders happened upon a newspaper article about attempts by then-Governor
105:, which is part of the UT system; he also was an adjunct professor in the school's College of Business. Sanders left the university to join the
221:
300:
166:
from this multivariate, longitudinal data set to evaluate the impact of the educational system on student progress in comparison to national
170:, with data reports at the district, school, and teacher levels." The model focuses on academic gains rather than raw achievement scores.
326:
61:
43:
35:
392:
469:
560:
180:
152:
443:
159:
provides interpretation and use trainings for the SAS EVAAS services for the participating districts in Ohio.
98:
241:
211:
90:
94:
545:
540:
93:
and received a bachelor of science degree in animal science (1964) and a doctorate in statistics and
77:(26 April 1942 – 16 March 2017) was an American statistician, a senior research fellow with the
136:. Tennessee began using the system in 1993, and it since has been adopted by a number of other
163:
156:
187:
137:
124:
480:
195:
506:
534:
167:
148:
129:
106:
144:
367:
344:
366:
Daniel F. McCaffrey; Daniel Koretz; J. R. Lockwood; Laura S. Hamilton (2004).
272:"The man behind VAM: Bill Sanders honored for a lifetime of education service"
216:
133:
327:"Using Student Progress To Evaluate Teachers: A Primer on Value-Added Models"
418:"As teacher merit pay spreads, one noted voice cries, 'It doesn't work'"
194:
The use of merit pay based on VAM has been discredited in articles by
470:"Problems with the Use of Student Test Scores to Evaluate Teachers"
101:. From 1972 to 2000, Sanders was a statistical consultant for the
301:"The Little-Known Statistician Who Taught Us to Measure Teachers"
18:
112:
In 2015, Sanders was awarded the James Bryant Conant Award.
368:"Evaluating Value-Added Models for Teacher Accountability"
551:
University of North
Carolina at Chapel Hill fellows
198:and more generally as a business practice in the
151:Departments of Education sponsor pilots, and the
345:"Growth Models in Action: Selected Case Studies"
507:"Mathematical Intimidation: Driven by the Data"
442:Bruno S. Frey; Margit Osterloh (Jan–Feb 2012).
349:Practical Assessment, Research and Evaluation
162:"Using mixed model equations, TVAAS uses the
155:sponsors his value-added work in that state.
8:
343:Goldstein, Jessica; Behuniak, Peter (2005).
115:He died on 16 March 2017 at the age of 74.
79:University of North Carolina at Chapel Hill
62:Learn how and when to remove this message
233:
222:Standardized testing and public policy
294:
292:
265:
263:
7:
416:Layton, Lyndsey (15 February 2012).
556:Academics from Knoxville, Tennessee
103:Institute of Agricultural Research
34:tone or style may not reflect the
14:
16:American statistician (1942–2017)
44:guide to writing better articles
23:
444:"Stop Tying Pay to Performance"
1:
270:Young, Nadja (19 June 2015).
153:Iowa School Board Association
299:Carey, Kevin (19 May 2017).
242:"Dr. William "Bill" Sanders"
89:Sanders was born in 1942 in
577:
505:Ewing, John (May 2011).
448:Harvard Business Review
200:Harvard Business Review
99:University of Tennessee
561:American statisticians
212:Educational evaluation
119:Value-added assessment
91:Shelbyville, Tennessee
386:"Contemporary Report"
325:Braun, Henry (2005).
186:Researchers from the
95:quantitative genetics
422:The Washington Post
514:Notices of the AMS
477:EPI Briefing Paper
305:The New York Times
75:William L. Sanders
164:covariance matrix
157:Battelle for Kids
72:
71:
64:
38:used on Knowledge
36:encyclopedic tone
568:
525:
524:
522:
520:
511:
502:
496:
495:
493:
491:
485:
479:. Archived from
474:
465:
459:
458:
456:
454:
439:
433:
432:
430:
428:
413:
407:
406:
404:
403:
397:
391:. Archived from
390:
382:
376:
375:
363:
357:
356:
340:
334:
333:
331:
322:
316:
315:
313:
311:
296:
287:
286:
284:
282:
267:
258:
257:
255:
253:
238:
188:RAND Corporation
138:school districts
97:(1968) from the
67:
60:
56:
53:
47:
46:for suggestions.
42:See Knowledge's
27:
26:
19:
576:
575:
571:
570:
569:
567:
566:
565:
531:
530:
529:
528:
518:
516:
509:
504:
503:
499:
489:
487:
486:on 8 March 2016
483:
472:
467:
466:
462:
452:
450:
441:
440:
436:
426:
424:
415:
414:
410:
401:
399:
395:
388:
384:
383:
379:
365:
364:
360:
342:
341:
337:
329:
324:
323:
319:
309:
307:
298:
297:
290:
280:
278:
269:
268:
261:
251:
249:
248:. 18 March 2017
240:
239:
235:
230:
208:
181:standard errors
176:
125:Lamar Alexander
121:
87:
68:
57:
51:
48:
41:
32:This article's
28:
24:
17:
12:
11:
5:
574:
572:
564:
563:
558:
553:
548:
543:
533:
532:
527:
526:
497:
460:
434:
408:
377:
358:
335:
317:
288:
259:
246:The Tennessean
232:
231:
229:
226:
225:
224:
219:
214:
207:
204:
175:
172:
120:
117:
86:
83:
70:
69:
31:
29:
22:
15:
13:
10:
9:
6:
4:
3:
2:
573:
562:
559:
557:
554:
552:
549:
547:
544:
542:
539:
538:
536:
515:
508:
501:
498:
482:
478:
471:
464:
461:
449:
445:
438:
435:
423:
419:
412:
409:
398:on 2007-09-27
394:
387:
381:
378:
373:
369:
362:
359:
354:
350:
346:
339:
336:
328:
321:
318:
306:
302:
295:
293:
289:
277:
273:
266:
264:
260:
247:
243:
237:
234:
227:
223:
220:
218:
215:
213:
210:
209:
205:
203:
201:
197:
192:
189:
184:
182:
173:
171:
169:
165:
160:
158:
154:
150:
149:New Hampshire
146:
141:
139:
135:
131:
130:Ned McWherter
126:
118:
116:
113:
110:
108:
107:SAS Institute
104:
100:
96:
92:
84:
82:
80:
76:
66:
63:
55:
45:
39:
37:
30:
21:
20:
517:. Retrieved
513:
500:
488:. Retrieved
481:the original
476:
463:
451:. Retrieved
447:
437:
425:. Retrieved
421:
411:
400:. Retrieved
393:the original
380:
371:
361:
352:
348:
338:
320:
308:. Retrieved
304:
279:. Retrieved
275:
250:. Retrieved
245:
236:
199:
193:
185:
177:
161:
145:Pennsylvania
142:
122:
114:
111:
88:
74:
73:
58:
49:
33:
546:2017 deaths
541:1942 births
535:Categories
402:2007-04-12
228:References
217:Evaluation
134:bell curve
174:Criticism
52:July 2010
206:See also
196:Dan Pink
519:22 May
490:22 May
453:22 May
427:22 May
332:. ETS.
310:22 May
281:22 May
252:22 May
510:(PDF)
484:(PDF)
473:(PDF)
396:(PDF)
389:(PDF)
355:(11).
330:(PDF)
168:norms
521:2017
492:2017
455:2017
429:2017
372:RAND
312:2017
283:2017
254:2017
147:and
143:The
85:Life
276:SAS
537::
512:.
475:.
446:.
420:.
370:.
353:10
351:.
347:.
303:.
291:^
274:.
262:^
244:.
109:.
523:.
494:.
457:.
431:.
405:.
374:.
314:.
285:.
256:.
65:)
59:(
54:)
50:(
40:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.