Literaturnachweis - Detailanzeige
| Autor/inn/en | Paige, Mark A.; Amrein-Beardsley, Audrey |
|---|---|
| Titel | "Houston, We Have a Lawsuit": A Cautionary Tale for the Implementation of Value-Added Models for High-Stakes Employment Decisions |
| Quelle | In: Educational Researcher, 49 (2020) 5, S.350-359 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| DOI | 10.3102/0013189X20923046 |
| Schlagwörter | Value Added Models; Teacher Evaluation; Teacher Employment; Court Litigation; Teacher Dismissal; Civil Rights; Equal Protection; Legal Problems; Texas (Houston) |
| Abstract | Until recently, legal challenges to the use of value-added models (VAMs) in evaluation and teacher employment decisions in federal court had been unsuccessful. However, in May 2017 a federal court in Texas ruled that plaintiff-teachers established a viable federal constitutional claim to challenge the use of VAMs as a means for their termination in "Houston Federation of Teachers v. Houston Independent School District." "Houston" represents a significant departure from prior federal court rulings that upheld the constitutionality of VAMs to terminate teachers on the basis of poor performance. The "Houston" court found that the districts' refusals to release the underlying data of VAM ratings used to terminate those teachers violated the teachers' procedural due process rights. By denying access to the code, teachers could not protect against the government's making a mistaken deprivation of their property right to continued right to employment. The authors discuss "Houston" and its potential impact, limitations, and significance. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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