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The authors admit that there is a growing consensus that evidence of teachers’ contributions to student learning should be a component of teacher evaluation systems, along with evidence of the quality of teachers’ practice. However, they argue that current research suggests that Value-Added Model ratings often used for such purposes, are not sufficiently reliable or valid to support high-stakes, individual-level decisions about teachers. They purport that other tools for teacher evaluation have shown greater success in measuring and improving teaching, especially those that examine teachers’ practices in relation to professional standards.