Papay (2011) noticed that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe--current-year spring relative to previous spring (SS)--are essentially unrelated to those same teachers' VAMs when instead using next-fall relative to current-fall (FF). This is concerning since this choice--made…

This paper provides a history of ETS's role in developing assessment instruments and psychometric procedures for measuring change in large-scale national assessments funded by the Longitudinal Studies branch of the National Center for Education Statistics. It documents the innovations developed during more than 30 years of working with…

Recent investigations of the extent to which students with disabilities are allowed to participate in major national data collections used in measurement-driven education reform suggest that 40 to 50 percent of students with disabilities are typically excluded from major assessments, although they are included to a greater degree in assessments…