Value-Added Model (VAM) Research for Educational Policy: Framing the Issue.

Amrein‐Beardsley, Audrey; Collins, Clarin; Polasky, Sarah A.; Sloat, Edward F.

doi:10.14507/epaa.v21n4.2013

Cited by 16 publications

(17 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While policy-makers may be shifting the emphasis on writing, teachers are not passively waiting for something to happen-they are organized, proactive, and self-regulating individuals with specific goals in mind (Amrein-Beardsley et al, 2013). This social cognitive view of teachers is founded on the notion that they have some control over their environment (in this case, the classroom) and make decisions regarding the instructional content (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001).…”

Section: Resultsmentioning

confidence: 99%

“…The results of this study are important for policymakers. Currently, education policy is moving toward a focus on value-added scores, which to date only consider mathematics and reading achievement (Amrein-Beardsley et al, 2013;Scherrer, 2012). However, reading and writing are two sides to literacy that are equally important to K-12 students' success.…”

Section: Future Directionsmentioning

confidence: 99%

“…Scholars have noted that middle grades' students show more concerning behaviors and attitudes toward writing than their elementary or high school counterparts (Graham & Perin, 2007). In the middle grades, students' motivation to write fluctuates, often as a response to the school curriculum, standardized testing requirements, value-added legislation, and the Every Student Succeeds Act (ESSA) (see Amrein-Beardsley, Collins, Polasky, & Sloat, 2013;Wright, Hodges, & Dismuke, 2017).…”

mentioning

confidence: 99%

See 2 more Smart Citations

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

2019

View full text Add to dashboard Cite

After third grade, students' motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Future Directionsmentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

2019

View full text Add to dashboard Cite

show abstract

“…Those in the field are no stranger to the debates in K-12 around the use of value-added measures in high-stakes accountability climates (e.g. Amrein-Beardsley & Collins, 2013;Corcoran, 2010;Hill, 2009;Rothstein, 2008). These debates include recent evidence which finds confusion and distrust of the measures in K-12 settings and a preference for principal ratings (Goldring et al., 2015;Jiang, Sporte, & Luppescu, 2015).…”

Section: Pupil Learning Outcomesmentioning

confidence: 99%

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Tatto

Savage

Liao

et al. 2016

EPAA

View full text Add to dashboard Cite

Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy’s attempts at establishing a direct link between teacher preparation and two of the regulations’ suggested outcomes, namely graduates’ employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers’ human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability.

show abstract

“…These models are used in many State education systems in the United States of America to evaluate teachers and an introduction to a series of papers discussing their strengths and weaknesses can be found in Beardsley et al [20]. A key issue is that the confidence intervals associated with any one teacher tend to be large and sensitive to the assumptions of the model [6].…”

Section: Moving Within Institutionsmentioning

confidence: 99%

Using League Table Rankings in Public Policy Formation: Statistical Issues

Goldstein

2014

Annu. Rev. Stat. Appl.

View full text Add to dashboard Cite

General rightsThis document is made available in accordance with publisher policies. Please cite only the published version using the reference above. AbstractThis chapter reviews the statistical models that underpin institutional comparisons based upon outcome measures for their students. The strengths and limitations of inferences from these models are explored, with examples taken from education.

show abstract

Value-Added Model (VAM) Research for Educational Policy: Framing the Issue.

Cited by 16 publications

References 14 publications

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Using League Table Rankings in Public Policy Formation: Statistical Issues

Contact Info

Product

Resources

About