%0 Journal Article
%T The Implications of Summer Learning Loss for Value
%A Michael S. Hayes
%A Seth Gershenson
%J Educational Policy
%@ 1552-3896
%D 2018
%R 10.1177/0895904815625288
%X School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical implications of this problem by comparing estimates from ¡°cross-year¡± VAMs with those from arguably more valid ¡°within-year¡± VAMs using fall and spring test scores from the nationally representative Early Childhood Longitudinal Study¨CKindergarten Cohort (ECLS-K). ¡°Cross-year¡± and ¡°within-year¡± VAMs frequently yield significant differences that remain even after conditioning on participation in summer activities
%K value-added models
%K teacher quality
%K summer learning loss
%U https://journals.sagepub.com/doi/full/10.1177/0895904815625288