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Student Growth Measures in Policy and Practice

Intended and Unintended Consequences of High-Stakes Teacher Evaluations

  • Book
  • © 2016

Overview

Editors:
  1. Kimberly Kappler Hewitt

    1. University of North Carolina at Greensboro, Greensboro, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Audrey Amrein-Beardsley

    1. Arizona State University , Tempe, USA

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    You can also search for this editor in PubMed   Google Scholar

  • First book to address the intersection of policy and practice regarding the use of student test data to evaluate educators

  • Includes perspectives from leading voices in the field on Student Growth Measures

  • Considers future possibilities for the use of Student Growth Measures in teacher evaluations

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xv
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  2. Introduction: The Use of Student Growth Measures for Educator Accountability at the Intersection of Policy and Practice

    • Kimberly Kappler Hewitt, Audrey Amrein-Beardsley
    Pages 1-25

  3. Part I

    1. Front Matter

      Pages 27-27
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    2. When Theoretical Models Meet School Realities: Educator Responses to Student Growth Measures in an Incentive Pay Program

      • Jennifer King Rice, Betty Malen
      Pages 29-47

    3. Teachers’ Voices: Where Policy Meets Practice

      • Jody Longo-Schmid
      Pages 49-71

    4. Measuring Student Growth: A View from the Classroom

      • Jonathan Eckert
      Pages 73-93

    5. Practitioners’ Responses to Washington’s Required Use of Student Growth Measures in Teacher Evaluation

      • Margaret L. Plecki, Ana M. Elfers, Elise St. John, Theresa Ling Yeh
      Pages 95-115

    6. The Role of “Informational Significance” in Shaping Louisiana Elementary Teachers’ Use of High-Stakes Teacher Evaluation Data for Instructional Decision-Making

      • Timothy G. Ford, Mary Elizabeth Van Sickle, Michelle Fazio-Brunson
      Pages 117-135

    7. What Counts as Good Teaching? How a Student Growth Percentile Model Has Defined Teacher Quality at One Urban Middle School

      • Jessica Holloway-Libell
      Pages 137-152

    8. Section I Discussion: How Do Educators Use Student Growth Measures in Practice?

      • Sean Corcoran
      Pages 153-165

  4. Part II

    1. Front Matter

      Pages 167-167
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    2. “First, Do No Harm?”: A Framework for Ethical Decision-Making in Teacher Evaluation

      • Carla M. Evans, Jade Caines Lee, Winston C. Thompson
      Pages 169-188

    3. The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect

      • Michael Hansen
      Pages 189-201

    4. An Analysis of the Meaning and Use of Student Learning Objectives

      • Kevin Crouse, Drew H. Gitomer, Jeanette Joyce
      Pages 203-222

    5. Judging Teacher Evaluation: The Legal Implications of High-Stakes Teacher Evaluation Policy

      • Benjamin Michael Superfine
      Pages 223-243

    6. Section II Discussion: Student Growth Measures in Evaluation: Illusions of Fairness?

      • Henry Braun
      Pages 245-259

    7. Might the Tidal Wave Recede? Considering the Future of Student Growth Measures in Teacher Accountability

      • Kimberly Kappler Hewitt, Audrey Amrein-Beardsley
      Pages 261-283

  5. Back Matter

    Pages 285-291
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Keywords

About this book

This book examines the intersection of policy and practice in the use of student growth measures (SGMs) for high-stakes purposes as per such educator evaluation systems.  The book also focuses on examinations of educators’ perceptions of and reactions to the use of SGMs; ethical implications pertaining to the use of SGMs; contextual challenges when implementing SGMs; and legal implications of SGM use. The use of student test score data has been the cornerstone of the recent transfiguration of educator evaluation systems in forty-two states and the District of Columbia. Three leading voices on SGMs—Sean Corcoran, Henry Braun, and David Berliner—also serve as section and concluding commentators.  

Editors and Affiliations

  • University of North Carolina at Greensboro, Greensboro, USA

    Kimberly Kappler Hewitt

  • Arizona State University , Tempe, USA

    Audrey Amrein-Beardsley

About the editors

Kimberly Kappler Hewitt is Assistant Professor of Educational Leadership at the University of North Carolina Greensboro, USA.  She conducts research on the implementation of student growth measures in educator evaluations. 


Audrey Amrein-Beardsley is Associate Professor of Educational Policy and Evaluation at Arizona State University, USA. Her areas of research interest include measurement, research methods, high-stakes tests and value-added methodologies and systems. Beardsley is author of over fifty journal articles as well as an academic book on value-added models in education.

Bibliographic Information

  • Book Title: Student Growth Measures in Policy and Practice

  • Book Subtitle: Intended and Unintended Consequences of High-Stakes Teacher Evaluations

  • Editors: Kimberly Kappler Hewitt, Audrey Amrein-Beardsley

  • DOI: https://doi.org/10.1057/978-1-137-53901-4

  • Publisher: Palgrave Macmillan New York

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2016

  • Hardcover ISBN: 978-1-137-53900-7Published: 30 September 2016

  • eBook ISBN: 978-1-137-53901-4Published: 05 October 2016

  • Edition Number: 1

  • Number of Pages: XV, 291

  • Number of Illustrations: 25 illustrations in colour

  • Topics: Educational Policy and Politics, Assessment, Testing and Evaluation

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