Assessing Instructional Quality in Mathematics: A Comparative Study of High and Low Value-Added Teachers' Videotaped Lessons

This project’s researchers are determining individual teacher effect estimates and investigating their stability across models. This study also investigates the instructional practices of a subsample of 30 highly effective and 30 less effective sixth-grade mathematics teachers using videotaped classroom lessons, which are coded and analyzed by researchers who are blind to the value-added effectiveness of the teachers.