New study: How L.A. Times teachers data is flawed
Nobody should be surprised about a new study that finds big flaws with last year’s Los Angeles Times project in which it used “value added” methods to rate the effectiveness of more than 6,000 teachers. But feel free to be annoyed: not at the results of the study’s findings, but rather that the people making important policy decisions – our education secretary, legislators, governors – keep ignoring experts who warn that such evaluation methods are invalid and unreliable