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Author McCaffrey, Daniel F.

Title Value-added assessment in practice : lessons from the Pennsylvania Value-Added Assessment System pilot project / Daniel F. McCaffrey, Laura S. Hamilton.

Imprint Santa Monica, CA : RAND Education, 2007.

Copies

Location Call No. OPAC Message Status
 Axe JSTOR Open Ebooks  Electronic Book    ---  Available
Description 1 online resource (xxi, 105 pages) : illustrations.
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
text file PDF rda
Series Technical report
Technical report (Rand Corporation) ; TR-506-CC.
Note "Supported by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association."
"Rand Education."
Bibliography Includes bibliographical references (pages 103-105).
Contents Introduction -- Examining VAA implementation and effects -- Background on Pennsylvania's VAA System -- History of PVAAS -- PVAAS reports -- PVAAS statistical methodology for the pilot program -- Organization of this report -- Methods and data -- Details on matching -- Overview of matching approach -- Matching variables -- Matching methods for cohort 1 -- Matching methods for cohort 2 -- Matching results for cohort 1 -- Matching results for cohort 2 -- The Pennsylvania System of School Assessment (PSSA) -- Methods for estimating the effects of PVAAS on PSSA scores -- Surveys -- Survey methods for educators -- Effects of PVAAS on student achievement -- Summary -- Superintendents' responses to PVAAS -- Actions and opinions in PVAAS and comparison districts -- Use of achievement data -- Support for test-based accountability -- Facilitators and barriers -- Responses to PVAAS among participating districts -- Responses to PVAAS program -- Summary -- Principals' responses to PVAAS -- Actions and opinions in PVAAS and comparison districts -- Use of achievement data -- Support for test-based accountability -- Facilitators and barriers -- Understanding and interpretation of growth data -- Responses to PVAAS among principals from participating districts -- Summary -- Teachers' responses to PVAAS -- Actions and opinions of teachers in PVAAS and comparison districts -- Use of achievement data -- Facilitators and barriers -- Responses to PVAAS among engaged teachers -- Summary -- Summary and implications -- Implications for understanding educators' use of VAA data -- Study limitations -- Conclusion.
Introduction -- Methods and data -- Effects of PVAAS on student achievement -- Superintendents’ responses to PVAAS -- Principals’ responses to PVAAS -- Teachers’ responses to PVAAS -- Summary and implications -- Appendix: Matching results summary tables and figures.
Summary The No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decisions about curriculum and instruction. To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment (VAA) systems-collections of complex statistical techniques that use multiple years of test-score data to try to estimate the causal effects of individual schools or teachers on student learning. The authors examined Pennsylvania's value-added assessment system, which was rolled out in four waves, allowing comparison of a subset of school districts participating in the VAA program with matched comparison districts not in the program. The study found no significant differences in student achievement between VAA and comparison districts. The authors surveyed school superintendents, principals, and teachers from these districts about their attitudes toward and use of test and value-added data for decisionmaking, and found that most educators at schools participating in the VAA program do not make significant use of the information it provides. McCaffrey and Hamilton conclude that the utility of VAA cannot be accurately assessed until educators become more engaged in using value-added measures.
Access Use copy Restrictions unspecified star MiAaHDL
Reproduction Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL
System Details Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL
Processing Action digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL
Note Print version record.
Subject Educational tests and measurements -- Pennsylvania.
Educational accountability -- United States.
Educational indicators -- United States.
EDUCATION -- Educational Policy & Reform -- General.
Educational accountability. (OCoLC)fst00903326
Educational indicators. (OCoLC)fst00903479
Educational tests and measurements. (OCoLC)fst00903660
Pennsylvania. (OCoLC)fst01204598
United States. (OCoLC)fst01204155
Genre/Form Electronic books.
Added Author Hamilton, Laura S.
Rand Education (Institute)
Added Title Rand (Online publications)
Other Form: Print version: McCaffrey, Daniel F. Value-added assessment in practice. Santa Monica, CA : RAND Education, 2007 9780833042361 083304236X (DLC) 2007038195 (OCoLC)173182715
ISBN 9780833044433 (electronic bk.)
0833044435 (electronic bk.)
9780833042361
083304236X
Standard No. AU@ 000051347266
DEBBG BV043135208
DEBSZ 422117110
HEBIS 286073625
NZ1 14166867
GBVCP 1008650382

 
    
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