Abstract
Education reformers have zeroed in on a measure known as the value-added approach. According to this method, you calculate the effectiveness of individual teachers by the increase in test scores that students demonstrate after a year in their classroom. In this article, I explore three major questions that arise from the increased prominence of value-added metrics in the education reform movement. Why did the value-added measure of teaching emerge at this point in the history of American education? What are the core characteristics of teaching as a professional practice that make it so hard to perform effectively and so hard to measure accurately? And under these circumstances, what are the likely consequences of using the value-added measure of teaching?
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