State-Level Assessments and Teacher Evaluation Systems after the Passage of the Every Student Succeeds Act: Some Steps in the Right Direction

Autor/inn/en	Close, Kevin; Amrein-Beardsley, Audrey; Collins, Clarin
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	State-Level Assessments and Teacher Evaluation Systems after the Passage of the Every Student Succeeds Act: Some Steps in the Right Direction
Quelle	(2018), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Standardized Tests; Teacher Evaluation; Educational Legislation; Federal Legislation; State of the Art Reviews; Accountability; Teacher Effectiveness; Educational Change; Educational Policy; State Policy; Program Implementation; Educational Trends + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Teacher appraisal; Lehrerbeurteilung; Bildungsrecht; Schulgesetz; Bundesrecht; Entwicklungsstand; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Politics of education; Bildungspolitik; Bildungsentwicklung
Abstract	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 and students, but for teachers as well. Yet, as a result of identified weaknesses of such practices, especially at the student and teacher levels, Congress passed the 2015 Every Student Succeeds Act (ESSA). The new law reduced federal oversight and gave states more control over their state assessment and accountability systems. This brief examines the results of this element of ESSA, and offers a thematic analysis of state-level assessments in ESSA plans from every state and the District of Columbia. It also includes results of a detailed survey, completed by department of education personnel from 34 states and the District of Columbia, which explores additional information pertinent to state teacher evaluation systems. (As Provided).
Anmerkungen	National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01