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Sorting out the Signal: Do Multiple Measures of Teachers' Effectiveness Provide Consistent Information to Teachers and Principals?
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Strunk, Katharine O.; Weinstein, Tracey L.; Makkonen, Reino – Education Policy Analysis Archives, 2014
There is increasing policy interest in the use of standards-based multiple measure teacher evaluation systems that include both observational and value-added measures of teacher effectiveness. The growing literature that assesses the relationships between these measures does so mainly in academic settings using a validity lens. While valuable in…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Measures (Individuals), Evidence
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