Causal Inference in State Accountability Plans: The Need for Best Practices
by Anne Corinne Huggins-Manley, Sophie Cohn & Tiffany L. Fisher - December 09, 2016
The 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 appropriate membership. Please review your options below: