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ERIC Number: EJ1076611
Record Type: Journal
Publication Date: 2015-Nov
Pages: 6
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1053-4512
Value-Added Assessment of Teacher Preparation: Implications for Special Education
Gansle, Kristin A.; Noell, George H.; Grandstaff-Beckers, Gerlinde; Stringer, Angelle; Roberts, Nancy; Burns, Jeanne M.
Intervention in School and Clinic, v51 n2 p106-111 Nov 2015
As states move to teacher evaluation that is intended to capture teacher contributions to students' learning outcomes, some states have adopted "value-added measures" to examine teachers' and teacher preparation programs' effectiveness. In Louisiana, the value-added assessment of teacher preparation programs includes students with disabilities and has provided part of the impetus for the increasing national interest in assessing teacher preparation through value-added indicators and developing action plans in response to value-added results. These results can signal concerns across content areas, program delivery, and student characteristics, but are not prescriptive regarding follow-up actions. This article provides (a) an introduction to value-added assessment, (b) how Louisiana has used value-added metrics for the assessment of teacher preparation programs, (c) the use of special education status within the models, and (d) limitations and benefits of value-added assessment results for evaluating teacher preparation programs. Finally, the particular challenges associated with value-added assessment of special educator preparation are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana