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Session Type: Paper Session
Districts, schools, and teachers look to accountability systems for actionable data, from state-level and local components of these systems, and from efforts to incorporate achievement data into local systems for monitoring progress and modeling growth. This session presents four examples of evaluating state and local accountability systems and efforts within each system to make accountability data work for a wider range of stakeholders.
Engaging in Process Evaluations to Assess Local School Accountability Systems - Elena K. Diaz-Bilello, University of Colorado - Boulder; Kaitlin Mork, University of Colorado - Boulder
Helping to Cultivate a More Equitable Teacher Evaluation System in Dallas: An Analysis of Dallas's Teacher Excellence Initiative - Audrey Amrein-Beardsley, Arizona State University; Margarita Pivovarova, Arizona State University
Necessary Conditional Growth Percentiles: A Way to Connect Conditional Growth Percentiles to Achievement - Davie Store, Central Michigan University; William Sullivan, Michigan State University; Joseph A Marr, Central Michigan University; Eric Gunnar Cronstrom, Central Michigan University
The Impact of Including Teacher and School Characteristics on Predicting Value-Added Score Estimates - Lauren Elise Allen, Hurst-Euless-Bedford Independent School District; Qi Chen, University of North Texas
Developing an Added-Value Growth Model to Support Educational Equity and Growth to Proficiency - Matthew Ryan Lavery, South Carolina Education Oversight Committee; Kevin M. Andrews, South Carolina Education Oversight Committee