An elusive policy imperative: data and methodological challenges when using growth in student achievement to evaluate teacher education programs' 'Value-Added'

Autor/inn/en	Amrein-Beardsley, Audrey; Lawton, Kerry; Ronan, Katherine
Titel	An elusive policy imperative: data and methodological challenges when using growth in student achievement to evaluate teacher education programs' 'Value-Added'
Quelle	In: Teaching education, (2017) 3, S.296Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2017.1296828
Schlagwörter	Educational reform; Educational policy; Accountability; Teacher education/development
Abstract	In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates' students' learning and achievement as compared to other teacher education programs. Correlational and group comparisons revealed little to no relationship between value-added scores and teacher education program regardless of subject area or position on the value-added scale. These findings are discussed within the context of several very important data and methodological challenges researchers also made transparent, as also likely common across many efforts to evaluate teacher education programs using value-added approaches. Such transparency and clarity might assist in the creation of more informed value-added practices (and more informed educational policies) surrounding teacher education accountability.
Erfasst von	OLC
Update	2021/4/12