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State-Level Assessments and Teacher Evaluation Systems after the Passage of the Every Student Succeeds Act: Some Steps in the Right Direction
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Close, Kevin; Amrein-Beardsley, Audrey; Collins, Clarin – National Education Policy Center, 2018
Federally mandated standardized testing (i.e., in core subject areas and certain grade levels), as an element of educational accountability, began in 2002 with the No Child Left Behind Act. With that step, large-scale assessments came to serve as one of the foundations of accountability-based systems and policies not only for districts, schools…
Descriptors: Standardized Tests, Teacher Evaluation, Educational Legislation, Federal Legislation
All Hat and No Cattle
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Holloway-Libell, Jessica; Amrein-Beardsley, Audrey; Collins, Clarin – Educational Leadership, 2012
Recently, two of the authors (Amrein-Beardsley & Collins, 2012) studied the impact of Education Value-Added Assessment System (EVAAS), a value-added model used to judge Houston teachers' performance. They examined the cases of four teachers who were terminated in summer 2011, at least in part because of their subpar EVAAS scores. Talking to…
Descriptors: Academic Achievement, Accountability, Models, School Districts
The SAS Education Value-Added Assessment System (SAS[R] EVAAS[R]) in the Houston Independent School District (HISD): Intended and Unintended Consequences
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Amrein-Beardsley, Audrey; Collins, Clarin – Education Policy Analysis Archives, 2012
The SAS Educational Value-Added Assessment System (SAS[R] EVAAS[R]) is the most widely used value-added system in the country. It is also self-proclaimed as "the most robust and reliable" system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS[R] EVAAS[R] as…
Descriptors: Evidence, Urban Schools, Private Schools, Program Effectiveness