value added models in education theory and applications
EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Clarin Collins, Ph.D., recently graduated from the Educational Policy and Evaluation program in the Mary Lou Fulton Teachers College at Arizona State University. For her dissertation study she analyzed teachers’ understanding of and experiences with the SAS Educational Value-Added Assessment System (SAS ® EVAAS ® ) in the Houston Independent School District where SAS ® EVAAS ® is currently used to evaluate teachers with high-stakes consequences. Her research interests include national and local policy implementation at the classroom level, teacher influences on policymaking and implementation, and education evaluation and accountability systems.
Orcid: 0000-0002-4137-2025 Yazar: İbrahim YILDIRIM Kurum: Harran University Ülke: Turkey
Orcid: 0000-0001-6962-4960 Yazar: Sedat ŞEN (Sorumlu Yazar) Kurum: Harran University Ülke: Turkey
Jimmy Scherrer, The University of Pittsburgh, 830 Learning Research and Development Center, 3939 O’Hara Street, Pittsburgh, PA 15260, USA Email: [email protected]
Jimmy Scherrer is part of the Learning PolicyCenter at the Learning Research and Development Center, University of Pittsburgh, USA. His work lies at the intersection of instruction and policy. Current projects include Improving Teacher Accountability Systems and Examining the Classroom Discourse Patterns of Effective Teachers.
Hanushek, E. (1972). Education and race. Lexington, MA: D.C. Heath and Company.
Graham, S.E., Singer, J.D. and Willett, J.B. (in press). Longitudinal data analysis. In A. Maydeu-Olivares and R. Millsap (Eds.), Handbook of quantitative methods in psychology. Thousand Oaks, CA: Sage.
Doug Harris’ book focuses solely on VAMs and what the title suggests, “What every educator needs to know” about VAMs. Hence, his examination of VAMs, while primarily of VAMs’ technical properties and limitations, is written in a way to make this highly technical information accessible to more of an everyday practitioner type of audience. Beyond VAMs’ strengths and weaknesses, Harris also proposes a series of suggestions, given the limitations of value-added, so that others, particularly those in practice, do not feel paralyzed by the top-down policies of which VAMs and VAM use are a part. He also offers implications of those for policy.
Audrey Amrein-Beardsley writes in her book about the analytical methods of documenting students‘ academic progress over time, specific to using VAMs and student growth models (e.g., the Student Growth Percentiles [SGP] model) and students’ large-scale standardized test scores to measure growth. Throughout the book, she discusses the major issues surrounding VAMs writ large, specifically in that they have (thus far) issues with 1) reliability or consistency, 2) validity, 3) transparency, 4) fairness, and 5) use, especially in that they are too often being used to make consequential decisions regarding such things as teacher pay, retention, and termination. She also examines the unintended consequences of VAM use, and abuse, many of which are not fully recognized in larger policy arenas.