rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Value-added assessment in practice
    sub title: lessons from the Pennsylvania Value-Added Assessment System pilot project
  title info:
    title: Rand (Online publications)
  name:
    name part: McCaffrey, Daniel F.
    role:
      role term: creator
  name:
    name part: Hamilton, Laura S.
  name:
    name part: Rand Education (Institute)
  name:
    name part: JSTOR (Organization)
  type of resource: text
  genre: bibliography
  genre: Electronic books.
  origin info:
    place:
      place term: cau
    date issued: 2007
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xxi, 105 pages) : illustrations.
  abstract: 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.
  table of 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.
  note: Daniel F. McCaffrey, Laura S. Hamilton.
  note: "Supported by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association."
  note: "Rand Education."
  note: Electronic resource.
  note: 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
  note: digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL
  note: Includes bibliographical references (pages 103-105).
  subject:
    geographic code: n-us---
    geographic code: n-us-pa
  subject:
    topic: Educational tests and measurements
    geographic: Pennsylvania
  subject:
    topic: Educational accountability
    geographic: United States
  subject:
    topic: Educational indicators
    geographic: United States
  subject:
    topic: EDUCATION
    topic: Educational Policy & Reform
    topic: General
  subject:
    topic: Educational accountability
  subject:
    topic: Educational indicators
  subject:
    topic: Educational tests and measurements
  subject:
    geographic: Pennsylvania
  subject:
    geographic: United States
  classification: LB3052.P46 M33 2007eb
  classification: 371.26/2
  related item:
    title info:
      title: Value-added assessment in practice
    name:
      name part: McCaffrey, Daniel F.
    origin info:
      publisher: Santa Monica, CA : RAND Education, 2007
    identifier: (DLC) 2007038195
    identifier: (OCoLC)173182715
  related item:
    title info:
      title: Technical report (Rand Corporation) ; TR-506-CC
  identifier: 9780833044433
  identifier: 0833044435
  identifier: 9780833042361
  identifier: 083304236X
  identifier: 22573/cttq18v JSTOR
  identifier: http://proxy.library.tamu.edu/login
  record info:
    record content source: COD
    record creation date: 071220
    record change date: 20260728172737.9
    record identifier: in00003894774
    language of cataloging:
      language term: eng