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Download full textBackes, Ben; Cowan, James; Goldhaber, Dan; Koedel, Cory; Miller, Luke; Xu, Zeyu – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2016
Using administrative longitudinal data from five states, we study how value-added measures of teacher performance are affected by changes in state standards and assessments. We first document the stability of teachers' value-added rankings during transitions to new standard and assessment regimes and compare our findings to stability during stable…
Descriptors: Common Core State Standards, Value Added Models, Teacher Effectiveness, Predictive Validity
Peer reviewed
Direct linkCodding, Robin S.; Mercer, Sterett; Connell, James; Fiorello, Catherine; Kleinert, Whitney – School Psychology Review, 2016
There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c)…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Middle School Students, Mathematical Concepts
Nichols-Barrer, Ira; Place, Kate; Dillon, Erin; Gill, Brian P. – Education Next, 2016
The state of Massachusetts introduced a system of standardized testing in its public schools three years before the federal No Child Left Behind Act of 2001 mandated such practices for all 50 states. Although the tests have evolved over time, the Massachusetts Comprehensive Assessment System (MCAS) has been in place ever since. After Massachusetts…
Descriptors: Standardized Tests, Common Core State Standards, College Readiness, Cutting Scores
