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Causal Inference in State Accountability Plans: The Need for Best Practices by Anne Corinne Huggins-Manley, Sophie Cohn & Tiffany L. Fisher — December 09, 2016The purpose of this commentary is to present a systematic framework for comparing the standards for drawing causal inferences in educational research to the lack of standards for drawing causal inferences under state accountability plans. We aim to demonstrate that this framework encompasses many of the vast critiques of previous educational state accountability plans for estimating school and teacher effects on achievement, and hence offers a path to improvement for state accountability plans currently being developed under the Every Student Succeeds Act (ESSA).To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Anne Corinne Huggins-Manley
University of Florida
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ANNE CORINNE HUGGINS-MANLEY is Assistant Professor of Research and Evaluation Methodology at the University of Florida.
- Sophie Cohn
University of Florida
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SOPHIE COHN is a doctoral student in Research & Evaluation Methodology at the University of Florida College of Education
- Tiffany Fisher
University of Florida
E-mail Author
TIFFANY FISHER is a PhD student at the University of Florida.
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