All Hat and No Cattle

Autor/inn/en	Holloway-Libell, Jessica; Amrein-Beardsley, Audrey; Collins, Clarin
Titel	All Hat and No Cattle
Quelle	In: Educational Leadership, 70 (2012) 3, S.65-68 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Academic Achievement; Accountability; Models; School Districts; Scores; Teachers; Educational Change; Standardized Tests; Teacher Effectiveness; Teacher Evaluation; Merit Pay; Program Implementation; Urban Areas; Elementary School Teachers; Testing; Females; Minority Group Teachers; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Analogiemodell; School district; Schulbezirk; Lehrer; Lehrerin; Lehrende; Bildungsreform; Standadised tests; Standardisierter Test; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Leistungszulage; Urban area; Stadtregion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Testdurchführung; Testen; Weibliches Geschlecht
Abstract	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 these and other Houston teachers, they uncovered some unintended consequences of EVAAS's implementation. By implementing its value-added model, Houston Independent School District has created a system that is deterring some teachers from teaching in classrooms in which they are most prepared to teach. Houston teachers who have the opportunity to change teaching positions are becoming savvy about moving out of subject areas in which value-added measurement matters, moving to the grades in which it is easiest to show growth, or teaching students who are likely to test well. Although this study does not fully negate the possible benefits of value-added measures, it does call into question the purported benefits of using such measures for high-stakes decision making. (Contains 1 figure.) (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10