Poster #64 - Fewer Statewide Value-Added Models and More Local Control: Teacher Evaluation Systems Post–Every Student Succeeds Act

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-9 - Perspectives on Accountability

Abstract

Policies written into No Child Left Behind (NCLB) and Race to the Top (RttT) required that states adopt large-scale, standardized tests and student- and teacher-level accountability systems primarily based on said tests. However, Every Student Succeeds Act (ESSA) guarantees more local control over such systems. Accordingly, researchers examine all states' teacher evaluation policies and plans post ESSA, to assess and present changes to teacher-level accountability systems. Researchers offer updated insights into how state department of education leaders view the strengths and weaknesses of their systems. Findings indicate ESSA has reduced the roles that growth and value-added models play across most teacher evaluation systems and states emphasize, again, the use of data to encourage more formative uses of teacher-level evaluative data.

Authors

• Kevin Close, Arizona State University

• Audrey Amrein-Beardsley, Arizona State University

• Clarin Collins, Arizona State University