Papers produced by Dr. Sanders and his staff:
of a Multivariate Longitudinal Approach to Educational Value-Added Assessment
Without Imputation by S. Paul Wright
A Graphical Summary of
Some of the Key Findings from TVAAS
Takes a while to load, but this is one of the earliest and
yet most powerful papers produced by Dr. Sanders and his staff.
Tennessee's Value-Added Assessment System
Written for Principals and teachers by the Director of
Research and other staff of the Knox County, Tennessee, system.
and Residual Effects Of Teachers on Future Student Academic Achievement
Three straight years of most-effective teachers gives kids a
50-percentile point advantage on students who get three straight years of
Achievement Results for Two Cohorts of Co-NECT Schools in Memphis: 1995 - 1999
Outcomes, Steven M. Ross, University of Memphis, William L. Sanders and S.
Paul Wright, The University of Tennessee (2000). The data isn't
overwhelming, but the authors conclude that the Co-NECT
program "matches and often significantly exceeds achievement in other
schools in Memphis and the State of Tennessee." A follow-up study is
mentioned that those interested in Co-NECT
might want to obtain.
The Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee:
A Brief ReportJ. E. Stone, Ed.D.
Educational Assessment Reassessed:
The Usefulness of Standardized and Alternative Measures of Student Achievement
as Indicators for the Assessment
by William L. Sanders and Sandra Horn,
Education Policy Analysis Archives, 1995. Methods of assessment based on
the use of standardized tests have come under intense fire in recent years with
some critics going so far as to call for their complete elimination. Those who
advocate alternative methods of assessment have become increasingly outspoken in
establishing exclusive rights to the legitimate assessment paradigm. However,
some of the most respected advocates of alternative assessment have taken a more
moderate view, warning against an "either-or" mentality (Brandt, 1992,
p. 35). Reflecting this more moderate perspective, this paper strongly advocates
the use of multiple indicators of student learning, including those provided by
for Educational Evaluation and Research
Research conclusions utilizing data from the TVAAS database
have shown that race, socioeconomic level, class size, and classroom
heterogeneity are poor predictors of student academic growth. Rather, the
effectiveness of the teacher is the major determinant of student academic
of Building Change on Indicators of Student Academic Growth
Dr. Sanders and colleagues focus this article on how the
TVAAS research has led to the identification of a problem associated with
students' change of school building.