Houston, we have a problem: studying the SAS Education Value-Added Assessment System (EVAAS) from teachers' perspectives in the Houston Independent School District (HISD)

Clarin Collins

This study examined the intended and unintended consequences associated with the Education Value-Added Assessment System (EVAAS) as perceived and experienced by teachers in the Houston Independent School District (HISD). To…

This study examined the intended and unintended consequences associated with the Education Value-Added Assessment System (EVAAS) as perceived and experienced by teachers in the Houston Independent School District (HISD). To evaluate teacher effectiveness, HISD is using EVAAS for high-stakes consequences more than any other district or state in the country.

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Contributors

Collins, Clarin (Author)
Amrein-Beardsley, Audrey (Thesis advisor)
Berliner, David C. (Committee member)
Fischman, Gustavo E (Committee member)
Arizona State University (Publisher)

Date Created

2012

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Text

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ASU Electronic Theses and Dissertations

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Partial requirement for: Ph. D., Arizona State University, 2012

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thesis
Includes bibliographical references (p. 155-166)

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bibliography
Field of study: Educational leadership and policy studies

Houston, we have a problem: studying the SAS Education Value-Added Assessment System (EVAAS) from teachers' perspectives in the Houston Independent School District (HISD)

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