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Overview: During the past several years there has been a growing interest nationally in using standardized test data to provide a measure of the impact of various educational entities on the rate of student progress. This paper from SAS Institute characterize the differences among several different classroom-level ""Value-added"" modeling efforts each having been applied to the same data structure from two different rather large school districts. An attempt will be made to show the advantages and disadvantages of each, with special attention given to the egregious risks of misclassification when some of these models are applied to provide classroom teaching effects estimates.
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