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

Collins, Clarin

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

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2012

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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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