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Rethinking Value-Added Models in Education: Critical Perspectives on Tests and Assessment-Based Accountability


reviewed by Lauren Bryant — January 12, 2016

coverTitle: Rethinking Value-Added Models in Education: Critical Perspectives on Tests and Assessment-Based Accountability
Author(s): Audrey Amrein-Beardsley
Publisher: Routledge, New York
ISBN: 041582012X, Pages: 272, Year: 2014
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Cite This Article as: Teachers College Record, Date Published: January 12, 2016
http://www.tcrecord.org ID Number: 19300, Date Accessed: 12/13/2017 12:39:07 AM

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About the Author
  • Lauren Bryant
    North Carolina State University
    E-mail Author
    LAUREN BRYANT is a Research Scholar in Evaluation and Policy Analysis at the William and Ida Friday Institute for Educational Innovation (https://eval.fi.ncsu.edu/) and the Director of Innovation and Evaluation and Co-Founder of the SMART Collaborative (http://thesmartlab.org/), both at North Carolina State University. Her work focuses on practice-relevant academic motivation research, innovative methods of program and policy evaluation, and educational policy in North Carolina. She previously served as a project lead on the evaluation of the Race to the Top implementation in North Carolina and on the North Carolina Digital Learning Plan. Currently, she leads the social network analysis inquiry for the MSP Students Discover project and is a project lead on the evaluation of VIF International Education programming in Houston, Texas. She also leads the ProMot project, wherein researchers collaborate with local practitioners to collect and use data to impact student motivation in classrooms where students are predominantly minority status or English Language Learner. Dr. Bryant earned her MAED and Ph.D. in Educational Psychology from Virginia Tech.
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