Literaturnachweis - Detailanzeige
| Autor/in | Amrein-Beardsley, Audrey |
|---|---|
| Titel | The Education Value-Added Assessment System (EVAAS) on Trial: A Precedent-Setting Lawsuit with Implications for Policy and Practice |
| Quelle | In: eJEP: eJournal of Education Policy, (2019), (11 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2158-9232 |
| Schlagwörter | Teacher Evaluation; Accountability; Evaluation Methods; Court Litigation; Educational Policy; Value Added Models; School Districts; Teacher Dismissal; Achievement Gains; Civil Rights; Data Use; Access to Information; Texas (Houston) |
| Abstract | In "Houston Federation of Teachers (Plaintiff) v. Houston Independent School District (Defendant)," plaintiffs contested how teachers were being evaluated using a value-added model (VAM) as part of the districts' teacher accountability system. The VAM at issue was the Education Value-Added Assessment System (EVAAS), with potential consequences at issue involving teacher termination as per "insufficient student academic growth" reflected by teachers' EVAAS estimates. In this piece I describe this case, as well as a recent ruling of significance regarding teachers' Fourteenth Amendment rights as pertinent to this case, but also with broad implications for others using the EVAAS (and perhaps other VAMs) for similar teacher accountability purposes. (As Provided). |
| Anmerkungen | Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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