Everything is bigger (and badder) in Texas: Houston’s teacher value-added system

Amrein-Beardsley, Audrey, Collins, Clarin, Holloway-Libell, Jessica and Paufler, Noelle 2016, Everything is bigger (and badder) in Texas: Houston’s teacher value-added system, Teachers College record, Article ID number: 18983, pp. 1-6.

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Title Everything is bigger (and badder) in Texas: Houston’s teacher value-added system
Author(s) Amrein-Beardsley, Audrey
Collins, Clarin
Holloway-Libell, JessicaORCID iD for Holloway-Libell, Jessica orcid.org/0000-0001-9267-3197
Paufler, Noelle
Journal name Teachers College record
Season Article ID number: 18983
Start page 1
End page 6
Total pages 6
Publisher Teachers College, Columbia University
Place of publication New York, N.Y.
Publication date 2016-01-05
ISSN 0161-4681
Summary In this commentary, authors discuss the Houston Independent School District's (HISD) highest-stakes use of its contracted value-added system (i.e., the Education Value-Added Assessment System (EVAAS)) to reform and improve student learning and achievement throughout the district's schools. Authors situate their discussion within a related report on the recent release of Houston Superintendent's own evaluation scores. Authors also situate their discussion within the evidence, as per the recent release of the state's large-scale standardized test scores. Authors assert that, perhaps, attaching high-stakes consequences to teachers' value-added output in Houston is not working as intended.
Language eng
Field of Research 130303 Education Assessment and Evaluation
1303 Specialist Studies In Education
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Teachers College, Columbia University
Persistent URL http://hdl.handle.net/10536/DRO/DU:30093718

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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