Negative learning from high "value-added" teaching?

A new study on teacher “quality” shows that post-secondary teachers who did best in terms of their students' value-added test scores did worst in terms of their students being able to succeed in more advanced course work.

The authors hypothesize that this is the result of “teaching to the test” which hurts the ability of students to engage in “deep learning.”

This is one more piece of evidence revealing how the incredibly simple-minded approach of Bloomberg/Klein/Duncan/Gates and the rest of the Billionaire’s Boys Club to teacher evaluation may have destructive long term impacts.

Their excessively narrow view of learning attempts to impose a narrow and damaging model on teaching.