Papers produced by Dr. Sanders and his staff:

2004:  Advantages 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.

Using 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.

Cumulative 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 least-effective teachers.

Value-Added 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 standardized tests.

Implications 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 progress.

Effects 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.