Policies and practices of promise in teacher evaluation: The introduction to the special issue

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Abstract

This introduction to the special issue on “Policies and Practices of Promise in Teacher Evaluation,” (1) presents the background and policy context surrounding the ongoing changes in U.S. states’ teacher evaluation systems (e.g., the decreased use of value-added models (VAM)s for teacher accountability purposes); (2) summarizes the two commentaries and seven research papers that were peer-reviewed and ultimately selected for inclusion in this special issue; and (3) discussess the relevance of these pieces in terms of each paper’s contribution to the general research on this topic and potential to inform educational policy, for the better, after the federal government’s passage of the Every Student Succeeds Act (ESSA, 2016).

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How to Cite
Amrein-Beardsley, A. (2020). Policies and practices of promise in teacher evaluation: The introduction to the special issue. Education Policy Analysis Archives, 28, 55. https://doi.org/10.14507/epaa.28.5443
Section
Policies and Practices of Promise in Teacher Evaluation
Author Biography

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 since the 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. Audrey Amrein-Beardsley is also Lead Editor of EPAA; however, it should be noted that this piece was editorially reviewed and the piece she authored with two others (summarized as the third piece above) went through a double-blind, peer-review process of which Amrein-Beardsley had no part and over which Amrein-Beardsley has no influence.