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Everything is Bigger (and Badder) in Texas: Houston’s Teacher Value-Added System


by Audrey Amrein-Beardsley, Clarin Collins, Jessica Holloway-Libell & Noelle Paufler — January 05, 2016

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.


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Cite This Article as: Teachers College Record, Date Published: January 05, 2016
http://www.tcrecord.org ID Number: 18983, Date Accessed: 10/23/2017 6:36:50 PM

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About the Author
  • Audrey Amrein-Beardsley
    Arizona State University
    E-mail Author
    AUDREY AMREIN-BEARDSLEY, PhD, is an Associate Professor at Mary Lou Fulton Teachers College at Arizona State University.
  • Clarin Collins
    Arizona State University
    E-mail Author
    CLARIN COLLINS is a research professional at Mary Lou Fulton Teachers College at Arizona State University. 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. She recently coauthored two related articles, “The SAS Education Value-Added Assessment System (EVAAS) in the Houston Independent School District (HISD): Intended and Unintended Consequences,” with Audrey Amrein-Beardsley (Education Policy Analysis Archives, volume 21, no. 4), and “All Hat and No Cattle: The Value-Added Approach to Educational Reform” with Jessica Hollowey-Libell and Audrey Amrein-Beardsley (Educational Leadership, volume 70, no. 3).
  • Jessica Holloway-Libell
    Kansas State University
    E-mail Author
    JESSICA HOLLOWAY-LIBELL is an assistant professor of Educational Leadership at Kansas State University. Her research interests are in education policies related to teachers and school leaders. Her current research looks at the influence of market-based logics on education policy, specifically as it relates to teacher evaluation policies, practices and instruments, as well as school leadership practice and development.
  • Noelle Paufler
    University of North Texas
    E-mail Author
    NOELLE A. PAUFLER is an assistant professor at the University of North Texas. Her research interests include research methods and educational policy and more specifically, the impact of value-added measures and their related teacher evaluation systems on educators, their professional practices, and the educational system as a whole.
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