ERIC Number: EJ1149239
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
An Elusive Policy Imperative: Data and Methodological Challenges When Using Growth in Student Achievement to Evaluate Teacher Education Programs' "Value-Added"
Amrein-Beardsley, Audrey; Lawton, Kerry; Ronan, Katherine
Teaching Education, v28 n3 p296-316 2017
In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher graduates' students' learning and achievement as compared to other teacher education programs. Correlational and group comparisons revealed little to no relationship between value-added scores and teacher education program regardless of subject area or position on the value-added scale. These findings are discussed within the context of several very important data and methodological challenges researchers also made transparent, as also likely common across many efforts to evaluate teacher education programs using value-added approaches. Such transparency and clarity might assist in the creation of more informed value-added practices (and more informed educational policies) surrounding teacher education accountability.
Descriptors: Teacher Education Programs, Value Added Models, Program Effectiveness, Comparative Analysis, College Graduates, Correlation, Teacher Evaluation, Accountability, Statistical Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Sponsor: Office of Innovation and Improvement (ED), Teacher Incentive Fund (TIF)
Authoring Institution: N/A
Grant or Contract Numbers: S385A100163