An experimental evaluation of three teacher quality measures: Value-added, classroom observations, and student surveys

•Using a random assignment experiment, we evaluate the predictive validity of value-added, classroom observations, and student surveys.•Like prior research, we find that value-added measures are unbiased predictors of teacher performance.•Classroom observation scores are predictive of teachers’ performance after random assignment while student surveys are not.•These results provide support to teacher evaluation systems that use value-added and classroom observations.