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Close, Kevin; Amrein-Beardsley, Audrey; Collins, Clarin – Education Policy Analysis Archives, 2020
The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states' teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states' teacher evaluation systems post-ESSA, while also highlighting differences before and after ESSA. We found that states…
Descriptors: Teacher Evaluation, Elementary Secondary Education, Federal Legislation, Educational Legislation
Close, Kevin; Amrein-Beardsley, Audrey; Collins, Clarin – Phi Delta Kappan, 2019
In 2016, the federal government proposed and adopted the Every Student Succeeds Act, which retracted the federal government's prior control over states' teacher evaluation systems, permitting more local control. Kevin Close, Audrey Amrein-Beardsley, and Clarin Collins collected information from states to determine the degree to which states were…
Descriptors: Teacher Evaluation, Elementary Secondary Education, Educational Legislation, Federal Legislation
Close, Kevin; Amrein-Beardsley, Audrey; Collins, Clarin – National Education Policy Center, 2018
Federally mandated standardized testing (i.e., in core subject areas and certain grade levels), as an element of educational accountability, began in 2002 with the No Child Left Behind Act. With that step, large-scale assessments came to serve as one of the foundations of accountability-based systems and policies not only for districts, schools…
Descriptors: Standardized Tests, Teacher Evaluation, Educational Legislation, Federal Legislation
Amrein-Beardsley, Audrey; Collins, Clarin; Polasky, Sarah A.; Sloat, Edward F. – Education Policy Analysis Archives, 2013
In this manuscript, the guest editors of the EPAA Special Issue on "Value-Added Model (VAM) Research for Educational Policy" (1) introduce the background and policy context surrounding the increased use of VAMs for teacher evaluation and accountability purposes across the United States; (2) summarize the five research papers and one…
Descriptors: Outcomes of Education, Teacher Evaluation, Accountability, Teacher Effectiveness
Collins, Clarin; Amrein-Beardsley, Audrey – Teachers College Record, 2014
Background: Within the last few years, the focus on educational accountability has shifted from holding students responsible for their own performance to holding those shown to impact student performance responsible--students' teachers. Encouraged and financially incentivized by federal programs, states are becoming ever more reliant on…
Descriptors: Academic Achievement, Achievement Gains, Teacher Effectiveness, Models
Holloway-Libell, Jessica; Amrein-Beardsley, Audrey; Collins, Clarin – Educational Leadership, 2012
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…
Descriptors: Academic Achievement, Accountability, Models, School Districts
Amrein-Beardsley, Audrey; Collins, Clarin – Education Policy Analysis Archives, 2012
The SAS Educational Value-Added Assessment System (SAS[R] EVAAS[R]) is the most widely used value-added system in the country. It is also self-proclaimed as "the most robust and reliable" system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS[R] EVAAS[R] as…
Descriptors: Evidence, Urban Schools, Private Schools, Program Effectiveness