Value-added assessments should not be the sole means by which teachers are evaluated, according to a study that also found attaching teachers' names to value-added scores hurts school-improvement initiatives. "The public identification of teachers with value-added estimates will undermine initiatives to improve schools by hamstringing efforts to make actual classroom performance the basis for decisions affecting the career prospects of currently practicing teachers," said report co-author Diana Epstein of the Center for American Progress. "In this case, less disclosure is more reform."

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