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100			_aYeh, Stuart S. _955823
245			_aEducational Accountability, Value-Added Modeling, and the Origin of the Achievement Gap/
260			_bSage, _c2020.
300			_aVol.52, issue 8, 2020: ( 1181–1203 p.)
520			_aEmpirical results are consistent with the hypothesis that socioeconomic factors contribute to initial disparities in performance that are perpetuated by demoralizing grading, testing, and grouping practices throughout the K-12 years. The hypothesis may explain why the achievement gap increases after children enter the school system, why Black students lose ground within schools and within classrooms, why value-added modeling (VAM) estimates of teacher performance are unstable from year to year, why Rothstein found that VAM estimates of teacher performance predict prior student performance, why VAM estimates of teacher performance predict gains in student achievement, and why persistent sorting may account for the Gates Foundation’s Measures of Effective Teaching (MET) results despite random assignment of class rosters to teachers.
773	0		_010744 _916756 _dSage Publisher, _tEducation and urban society
856			_uhttps://doi.org/10.1177/0013124519896823
942			_2ddc _cEJR
999			_c13772 _d13772