NYC Public School Parents: Negative learning from high "value-added" teaching?

NYC Public School Parents: Negative learning from high "value-added" teaching?

Negative learning from high "value-added" teaching?

by Leonie Haimson

A new study on teacher “quality” shows that post-secondary teachers who did best in terms of their students' value-added test scores did worst in terms of their students being able to succeed in more advanced course work.
They hypothesize that this is the result of “teaching to the test” which hurts students in terms of their ability to engage in “deep learning.”
This is one more piece of evidence revealing how the incredibly simple-minded approach of