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Executive Summary

Putting Growth and Value-Added Models on the Map: A National Overview

by Clarin Collins & Audrey Amrein-Beardsley - 2014

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Cite This Article as: Teachers College Record Volume 116 Number 1, 2014, p. 1-34
https://www.tcrecord.org ID Number: 17291, Date Accessed: 2/21/2020 9:38:17 AM
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About the Author
  • Clarin Collins
    Arizona State University
    E-mail Author
    CLARIN COLLINS is the research and evaluation officer at the Virginia G. Piper Charitable Trust in Phoenix, Arizona. 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).
  • Audrey Amrein-Beardsley
    Arizona State University
    E-mail Author
    AUDREY AMREIN-BEARDSLEY is an associate professor in the Mary Lou Fulton Teachers College at Arizona State University. Her research interests include educational policy, research methods, and, more specifically, high-stakes tests and value-added measurements and systems. She is also the creator and host of a show titled Inside the Academy during which she interviews some of the top educational researchers in the academy. For more information, please see http://insidetheacademy.asu.edu. Two of her recent and related publications include “Working with Error and Uncertainty to Increase Measurement Validity,” which she co-authored with Joshua H. Barnett (Educational Assessment, Evaluation and Accountability, 2012), and “Methodological Concerns about the Education Value-Added Assessment System (EVAAS),” (Educational Researcher, 2008, volume 37, no. 2).
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