ABSTRACT Value-added models (VAMs) are being used in education to link the contribution of individual teachers and schools to students’ learning. The use of VAMs has been surrounded by controversy and high-profile public debates. On April 8, 2014 the American Statistical Association (ASA) released a statement on VAMs related to their use in education practice. In this article, we lay out the discussion of the main points raised in the ASA statement within the large amount of scholarly literature published over the past decade in statistical, education, and economics journals. We identify the issues that are critical for the understanding of the VAMs’ strengths and weaknesses, and related consequences of their use for high-stakes decision-making. We conclude that the cautionary points raised in the ASA statement are supported by the findings in the existing research that, with a few exceptions, challenges the assumptions underlying the use of VAMs and demonstrates the issues that should be taken into consideration when using VAMs for consequential decisions.

中文翻译：

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增值模型（VAM）：警告购买者

摘要增值模型（VAM）正在教育中用于将个别教师和学校的贡献与学生的学习联系起来。VAM的使用已引起争议和备受关注的公开辩论。2014年4月8日，美国统计协会（ASA）发布了有关VAM在教育实践中的使用的声明。在本文中，我们对在过去十年间在统计，教育和经济学杂志上发表的大量学术文献中有关ASA声明提出的要点进行了讨论。我们确定了对于了解VAM的优缺点至关重要的问题，以及将其用于高风险决策中的相关后果。