Does the precision and stability of value-added estimates of teacher performance depend on the types of students they serve?

•We estimate teacher value-added using a large state administrative dataset spanning multiple years.•We examine whether the precision and stability of teacher value-added estimates relate to classroom characteristics.•We find that teachers assigned to low performing students have less precise and tend to have less stable estimates.•We find that teachers with low performing students also tend to have more transitory variation in value-added from year to year.