Description
Over the past 20 years in the United States (U.S.), teachers have seen a marked
shift in how teacher evaluation policies govern the evaluation of their performance.
Spurred by federal mandates, teachers have been increasingly held accountable for their
students’ academic achievement, most notably through the use of value-added models
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Contributors
- Geiger, Tray (Author)
- Amrein-Beardsley, Audrey (Thesis advisor)
- Anderson, Kate (Committee member)
- McGuire, Keon (Committee member)
- Holloway, Jessica (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2020
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Note
- Doctoral Dissertation Educational Policy and Evaluation 2020