{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80833"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80833","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Estimation of Achievement Gaps in Class via Teacher Value-added Effect Models","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Kim, Taeyoung"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Lee, Jaekyung","Counseling, School and Educational Psychology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-10-29T16:47:23Z","date_published":"2019-10-29T16:47:23Z","updated_at":"2026-07-27T19:05:25Z","subjects":["educational evaluation","statistics","education policy"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. 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Four different estimation strategies were employed, and a multilevel value-added model was fit to the Measures of Effective Teaching data. The present study found that effective teachers did not necessarily help reduce the achievement gaps among students with diverse backgrounds and that the relationships between teacher characteristics and their value-added average and distributive effects were, in general, weak. Policy implications concerning teacher evaluation using value-added models are presented with the limitations of this study."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Estimation of Achievement Gaps in Class via Teacher Value-added Effect Models"]}]}],"canonical_facts":{"dc:contributor":["Lee, Jaekyung","Counseling, School and Educational Psychology"],"dc:creator":["Kim, Taeyoung"],"dc:date":["2019-10-29T16:47:23Z","2019","2019-05-31 17:46:37"],"dc:description":["Ph.D.","This study examines effects of teachers on students learning outcomes as well as the outcome dispersion in a multilevel value-added model with various teacher value-added metrics. In value-added models, teachers’ contributions to student learning gains have been typically evaluated based on residuals averaged over students in a class. By broadening this conventional practice to teachers’ distributive value-added effects, this study aims to see whether more effective teachers contribute not only to excellence but to equity. Four different estimation strategies were employed, and a multilevel value-added model was fit to the Measures of Effective Teaching data. The present study found that effective teachers did not necessarily help reduce the achievement gaps among students with diverse backgrounds and that the relationships between teacher characteristics and their value-added average and distributive effects were, in general, weak. 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