| Title: |
Initial Estimates of Teacher Value-Added in English Primary Schools |
| Language: |
English |
| Authors: |
John Jerrim (ORCID 0000-0001-5705-7954); Rebecca Allen; Maria Palma Carvajal; Raj Chande; Rob Coe; Calum Davey; Shaun Dillon (ORCID 0009-0005-8086-5139); Claire Maud; Sam Sims; Ourania Ventista |
| Source: |
British Educational Research Journal. 2025 51(6):2942-2963. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Foreign Countries; Value Added Models; Teacher Effectiveness; Teacher Influence; Elementary School Teachers; Elementary School Students; Reading Achievement; Mathematics Achievement; Attendance; Barriers; Student Characteristics |
| Geographic Terms: |
United Kingdom (England) |
| DOI: |
10.1002/berj.4207 |
| ISSN: |
0141-1926; 1469-3518 |
| Abstract: |
A sizeable literature investigating teacher test score value-added--the extent to which pupils make different rates of progress under different teachers--has emerged in the United States. While there is much interest in estimating teacher value-added in other countries such as England, progress has been limited by the lack of datasets linking teachers and pupils. We overcome this issue by drawing on internal assessment data from primary schools across two multi-academy trusts. Our results suggest that a substantial proportion of the progress primary pupils make in reading and mathematics occurs across (rather than within) the teachers to which they are assigned. There is, however, no clear evidence of teacher effects on attendance. Similar results are obtained using different model specifications and approaches. The paper concludes by clearly outlining some of the remaining challenges with estimating teacher value-added in England's primary schools, and the next steps that should be prioritised in this line of research. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490548 |
| Database: |
ERIC |