Table of Contents

Endnotes

* Kevin Carey, "The Real Value of Teachers: Using New Information about Teacher Effectiveness to Close the Achievement Gap," Thinking K-16 8, no. 1 (Winter 2004): 27.

Dale Ballou, William Sanders, and Paul Wright, "Controlling for Student Background in Value-Added Assessment," Journal of Education and Behavioral Statistics 29, no. 1 (2004): 37-65.

J.R. Lockwood and Daniel F. McCaffrey, "Controlling for Individual Heterogeneity in Longitudinal Models, with Applications to Student Achievement," Electronic Journal of Statistics 1 (2007): 244

§ Kilchan Choi, Pete Goldschmidt, and Kyo Yamashiro, Exploring Models of School Performance: From Theory to Practice (CSE Report 673) (Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing [CRESST], 2006), 24.

|| See, for example: David Kernow, "Patterns of Urban Student Mobility and Local School Reform," Journal of Education for Students Placed at Risk 1, no. 2 (1996): 147-169

S. Paul Wright, "Advantages of a Multivariate Longitudinal Approach to Educational Value-Added Assessment Without Imputation," Paper presented at National Evaluation Institute, 2004. Available online at https://pvaas.sas.com/support/EVAAS-AdvantagesOfAMultivariateLongitudinalApproach.pdf.