Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Educational Accountability's Books

Getting Value Out of Value-Added

Report of a Workshop

By: National Academy of Education,National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Educational Accountability

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Getting Value Out of Value-Added

Report of a Workshop

Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction.

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National Academies Press

Published Date

ISBN 10

0309148138

ISBN 13

9780309148139

Key National Education Indicators

Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on National Statistics,Board on Testing and Assessment,Steering Committee on Workshop on Key National Education Indicators

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Key National Education Indicators

Workshop Summary

The education system in the United States is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was. At the turn of the 20th century, less than one-tenth of students enrolled were expected to graduate from high school. Today, most people expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. Goals have broadened to include not only rigorous benchmarks in core academic subjects, but also technological literacy and the subtler capacities known as 21st-century skills. To identify the most important measures for education and other issues and provide quality data on them to the American people, Congress authorized the creation of a Key National Indicators System (KNIS). This system will be a single Web-based information source designed to help policy makers and the public better assess the position and progress of the nation across a wide range of areas. Identifying the right set of indicators for each area is not a small challenge. To serve their purpose of providing objective information that can encourage improvement and innovation, the indicators need to be valid and reliable but they also need to capture the report committee's aspirations for education. This report describes a workshop, planned under the aegis of the Board on Testing and Assessment and the Committee on National Statistics of the National Research Council. Key National Education Indicators is a summary of the meeting of a group with extensive experience in research, public policy, and practice. The goal of the workshop was not to make a final selection of indicators, but to take an important first step by clearly identifying the parameters of the challenge.

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106

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National Academies Press

Published Date

ISBN 10

0309261244

ISBN 13

9780309261241

A Plan for Evaluating the District of Columbia's Public Schools

From Impressions to Evidence

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on the Independent Evaluation of DC Public Schools

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A Plan for Evaluating the District of Columbia's Public Schools

From Impressions to Evidence

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on the Independent Evaluation of DC Public Schools

The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes. A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data. A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality.

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204

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National Academies Press

Published Date

ISBN 10

0309209390

ISBN 13

9780309209397

Preparing Teachers

Building Evidence for Sound Policy

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on the Study of Teacher Preparation Programs in the United States

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Preparing Teachers

Building Evidence for Sound Policy

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on the Study of Teacher Preparation Programs in the United States

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

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234

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National Academies Press

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ISBN 10

0309128056

ISBN 13

9780309128056

Incentives and Test-Based Accountability in Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Incentives and Test-Based Accountability in Public Education

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Incentives and Test-Based Accountability in Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Incentives and Test-Based Accountability in Public Education

In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.

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111

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National Academies Press

Published Date

ISBN 10

0309128145

ISBN 13

9780309128148

An Evaluation of the Public Schools of the District of Columbia

Reform in a Changing Landscape

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee for the Five-Year (2009-2013) Summative Evaluation of the District of Columbia Public Schools

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An Evaluation of the Public Schools of the District of Columbia

Reform in a Changing Landscape

An Evaluation of the Public Schools of the District of Columbia is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report A Plan for Evaluating the District of Columbia's Public Schools, this new report describes changes in the public schools during the period from 2009 to 2013. An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.

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249

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National Academies Press

Published Date

ISBN 10

0309373832

ISBN 13

9780309373838

Improving Motor Carrier Safety Measurement

By: National Academies of Sciences, Engineering, and Medicine,Transportation Research Board,Division of Behavioral and Social Sciences and Education,Committee on National Statistics,Panel on the Review of the Compliance, Safety, and Accountability (CSA) Program of the Federal Motor Carrier Safety Administration

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Improving Motor Carrier Safety Measurement

Every year roughly 100,000 fatal and injury crashes occur in the United States involving large trucks and buses. The Federal Motor Carrier Safety Administration (FMCSA) in the U.S. Department of Transportation works to reduce crashes, injuries, and fatalities involving large trucks and buses. FMCSA uses information that is collected on the frequency of approximately 900 different violations of safety regulations discovered during (mainly) roadside inspections to assess motor carriers' compliance with Federal Motor Carrier Safety Regulations, as well as to evaluate their compliance in comparison with their peers. Through use of this information, FMCSA's Safety Measurement System (SMS) identifies carriers to receive its available interventions in order to reduce the risk of crashes across all carriers. Improving Motor Carrier Safety Measurement examines the effectiveness of the use of the percentile ranks produced by SMS for identifying high-risk carriers, and if not, what alternatives might be preferred. In addition, this report evaluates the accuracy and sufficiency of the data used by SMS, to assess whether other approaches to identifying unsafe carriers would identify high-risk carriers more effectively, and to reflect on how members of the public use the SMS and what effect making the SMS information public has had on reducing crashes.

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183

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National Academies Press

Published Date

ISBN 10

0309462045

ISBN 13

9780309462044

Testing, Teaching, and Learning

A Guide for States and School Districts

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Title I Testing and Assessment

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Testing, Teaching, and Learning

A Guide for States and School Districts

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Title I Testing and Assessment

State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.

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137

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National Academies Press

Published Date

ISBN 10

0309065348

ISBN 13

9780309065344

Getting Value Out of Value-Added

Report of a Workshop

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Getting Value Out of Value-Added

Report of a Workshop

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National Academies Press

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ISBN 10

030915099X

ISBN 13

9780309150996

The Student Evaluation Standards

How to Improve Evaluations of Students

By: Joint Committee on Standards for Educational Evaluation,Arlen R. Gullickson

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The Student Evaluation Standards

How to Improve Evaluations of Students

By: Joint Committee on Standards for Educational Evaluation,Arlen R. Gullickson

This comprehensive framework was created by the Joint Committee on Standards for Educational Evaluation (http://jc.wmich.edu//) to guide educators in designing and assessing student appraisals that are fair, useful, feasible, and accurate. Carefully written to ensure their relevance at the classroom level, these Standards were developed with assistance from members of sixteen professional societies: - American Association of School Administrators - American Counseling Association - American Educational Research Association - American Evaluation Association - American Psychological Association - Association for Supervision and Curriculum Development - Canadian Evaluation Society - Canadian Society for the Study of Education - Consortium for Research on Educational Accountability and Teacher Evaluation - Council of Chief State School Officers - National Association of Elementary School Principals - National Association of Secondary School Principals - National Council on Measurement in Education - National Education Association - National Legislative Program Evaluation Society - National School Boards Association.

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266

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Corwin Press

Published Date

ISBN 10

0761946632

ISBN 13

9780761946632

The Program Evaluation Standards

A Guide for Evaluators and Evaluation Users

By: Donald B. Yarbrough,Joint Committee on Standards for Educational Evaluation,Lyn M. Shulha,Rodney K. Hopson,Flora A. Caruthers

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The Program Evaluation Standards

A Guide for Evaluators and Evaluation Users

By: Donald B. Yarbrough,Joint Committee on Standards for Educational Evaluation,Lyn M. Shulha,Rodney K. Hopson,Flora A. Caruthers

Including a new section on evaluation accountability, this Third Edition details 30 standards which give advice to those interested in planning, implementing and using program evaluations.

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385

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SAGE

Published Date

ISBN 10

1412986567

ISBN 13

9781412986564

The Program Evaluation Standards

How to Assess Evaluations of Educational Programs

By: Joint Committee on Standards for Educational Evaluation,James R. Sanders

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The Program Evaluation Standards

How to Assess Evaluations of Educational Programs

By: Joint Committee on Standards for Educational Evaluation,James R. Sanders

The Program Evaluation Standards is a 'must-have' book for anyone responsible for reviewing evaluation proposals, planning and conducting evaluations, managing evaluation projects, or judging the merit and worth of evaluations once completed. For experienced practitioners, it provides a set of values and principles by which to guide successful practice, that is, a set of criteria that determines whether educational evaluations are trustworthy and fair. The Standards sets expectations of the design and implementation of educational evaluation for all practitioners in all types of educational arenas, even those involved in social programming endeavors. For newcomers and those less experienced who may be responsible for commissioning and using evaluations, the Standards supplies a useful framework of generating a list of questions to raise about any evaluation plan or final report in an effort to assess its pros and cons. The book is an invaluable 'how-to' resource for graduate students venturing out into the field, and it instills a sense of what it means to be a responsible evaluator. For clients or consumers, the book offers advice on what they should expect of an evaluation"--Publisher description.

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244

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SAGE

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ISBN 10

0803957327

ISBN 13

9780803957329

Best Practices for State Assessment Systems, Part I

Summary of a Workshop

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards

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Best Practices for State Assessment Systems, Part I

Summary of a Workshop

Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.

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National Academies Press

Published Date

ISBN 10

0309159121

ISBN 13

9780309159128

Principles and Practices for Federal Program Evaluation

Proceedings of a Workshop

By: National Academies of Sciences, Engineering, and Medicine,Division of Behavioral and Social Sciences and Education,Committee on National Statistics,Steering Committee on Principles and Practices for Federal Program Evaluation

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Principles and Practices for Federal Program Evaluation

Proceedings of a Workshop

In October 2016, the National Academies of Sciences, Engineering, and Medicine convened a 1-day public workshop on Principles and Practices for Federal Program Evaluation. The workshop was organized to consider ways to bolster the integrity and protect the objectivity of the evaluation function in federal agenciesâ€"a process that is essential for evidence-based policy making. This publication summarizes the presentations and discussions from the workshop.

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National Academies Press

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0309462754

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9780309462754

Book's by Committee on Value-Added Methodology for Instructional Improvement, Program Evaluation, and Educational Accountability

Getting Value Out of Value-Added

Getting Value Out of Value-Added

Key National Education Indicators

Key National Education Indicators

A Plan for Evaluating the District of Columbia's Public Schools

A Plan for Evaluating the District of Columbia's Public Schools

Preparing Teachers

Preparing Teachers

Incentives and Test-Based Accountability in Education

Incentives and Test-Based Accountability in Education

An Evaluation of the Public Schools of the District of Columbia

An Evaluation of the Public Schools of the District of Columbia

Improving Motor Carrier Safety Measurement

Improving Motor Carrier Safety Measurement

Testing, Teaching, and Learning

Testing, Teaching, and Learning

Getting Value Out of Value-Added

Getting Value Out of Value-Added

The Student Evaluation Standards

The Student Evaluation Standards

The Program Evaluation Standards

The Program Evaluation Standards

The Program Evaluation Standards

The Program Evaluation Standards

Best Practices for State Assessment Systems, Part I

Best Practices for State Assessment Systems, Part I

Principles and Practices for Federal Program Evaluation

Principles and Practices for Federal Program Evaluation

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