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Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act


by Matthew Ryan Lavery, Audrey Amrein-Beardsley, Tray Geiger & Margarita Pivovarova - 2020


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Cite This Article as: Teachers College Record Volume 122 Number 7, 2020, p. 1-34
https://www.tcrecord.org ID Number: 23320, Date Accessed: 10/27/2021 1:27:32 PM
 
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About the Author
  • Matthew Lavery
    Bowling Green State University
    E-mail Author
    MATTHEW RYAN LAVERY, Ph.D., is an Assistant Professor in the School of Educational Foundations, Leadership, and Policy at Bowling Green State University. He studies the development and validation of educational assessments and psychological instruments to inform reflection and improve outcomes in teaching, learning, and leadership. Recent publications include “Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ achievement in Linguistically Diverse Classrooms,” coauthored with Joyce Nutta and Alison Youngblood (Journal of Teacher Education, 2018), and a chapter entitled “Developing an Assessment With Validity in Mind,” coauthored with Cindy Jong, Erin Krupa, and Jonathan Bostic, in the edited volume Assessment in Mathematics Education Contexts: Theoretical Frameworks and New Directions.
  • Audrey Amrein-Beardsley
    Arizona State University
    E-mail Author
    AUDREY AMREIN-BEARDSLEY, Ph.D., is a 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. Two of her recent and related publications are “Tennessee’s National Impact on Teacher Evaluation Law & Policy: An Assessment of Value-Added Model Litigation,” coauthored with Mark A. Paige and Kevin Close in the Tennessee Journal of Law & Policy, 13(2), 2019; and “Using the Texas Value-Added Assessment System (TxVAAS) to Improve Teacher Effectiveness: Investigating the Research-Situated “Truths” Behind TxVAAS Claims,” coauthored with Clarin Collins in the Journal of Educational Research and Practice, 8(1), 2018.
  • Tray Geiger
    Arizona State University
    E-mail Author
    TRAY GEIGER is a senior planning analyst with enrollment analysis under the Office of the University Provost at Arizona State University (ASU). He is also a doctoral candidate in Education Policy and Evaluation in the Mary Lou Fulton Teachers College at Arizona State University. His research interests include educational accountability policy and teacher evaluation. Recent publications include “The Effects of Working Conditions on Teacher Mobility,” coauthored with Margarita Pivovarova in Teachers and Teaching: Theory and Practice, 24(6), 2018; and “The Artificial Conflation of Teacher-Level ‘Multiple Measures,’” coauthored with Audrey Amrein-Beardsley in Teachers College Record (2017).
  • Margarita Pivovarova
    Arizona State University
    E-mail Author
    MARGARITA PIVOVAROVA, Ph.D., is an Assistant Professor in the Mary Lou Fulton Teachers College at Arizona State University. Her research interests include teacher quality and teacher mobility, and factors that affect academic achievement in K–12 settings. Her recent publications include “The Effects of Working Conditions on Teacher Mobility” coauthored with Tray Geiger in Teachers and Teaching: Theory and Practice, 24(6), 2018; and “Does Isolation From Immigrant Students Benefit or Harm Third-and-Higher Generation Students?” coauthored with J. M. Powers in Education Policy Analysis Archives (in press).
 
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