Putting teacher evaluation systems on the map: An overview of states' teacher evaluation systems post–Every Student Succeeds Act

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Abstract

The Every Students Succeeds Act (ESSA) loosened the federal policy grip over states’ teacher accountability systems. We present information, collected via surveys sent to state department of education personnel, about all states’ teacher evaluation systems post–ESSA, while also highlighting differences before and after ESSA. We found that states have decreased their use of growth or value-added models (VAMs) within their teacher evaluation systems. In addition, many states are offering more alternatives for measuring the relationships between student achievement and teacher effectiveness besides using test score growth. State teacher evaluation plans also contain more language supporting formative teacher feedback. States are also allowing districts to develop and implement more unique teacher evaluation systems, while acknowledging challenges with states’ being able to support varied systems, as well as incomparable data across schools and districts in effect.

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How to Cite
Close, K., Amrein-Beardsley, A., & Collins, C. (2020). Putting teacher evaluation systems on the map: An overview of states’ teacher evaluation systems post–Every Student Succeeds Act. Education Policy Analysis Archives, 28, 58. https://doi.org/10.14507/epaa.28.5252
Section
Policies and Practices of Promise in Teacher Evaluation
Author Biographies

Kevin Close, Arizona State University

Kevin Close is currently pursuing a PhD in the Learning, Literacies, and Technologies program at Arizona State University. His research focused on digital adaptive assessments,nation-wide teacher evaluation systems based on high-stakes tests, and design in education. His interests lie in using technology to change the way we assess and measure progress.

Audrey Amrein-Beardsley, Arizona State University

Audrey Amrein-Beardsley, PhD., is a Professor in the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on the use of value-added models (VAMs) in and across states before and sincethe passage of the Every Student Succeeds Act (ESSA). More specifically, she is conducting validation studies on multiple system components, as well as serving as an expert witness in many legal cases surrounding the (mis)use of VAM-based output.

Clarin Collins, Arizona State University

Clarin Collins, Ph.D., is Director of Scholarly Initiatives in the Mary Lou Fulton Teachers College at Arizona State University. Her research interests include national and state policy implementation at the locallevel, teacher interaction with and influence on education policy, and education accountability and evaluation systems.

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