Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project

Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project

Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project

Value-Added Assessment in Practice: Lessons from the Pennsylvania Value-Added Assessment System Pilot Project

Synopsis

Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.

Excerpt

In response to the test-based accountability systems that have been adopted by states, school and district staff are increasingly using student achievement data to make decisions about curriculum and instruction. Many states and districts in the United States have begun providing staff with information from value-added assessment systems. in this context, value-added assessment refers to a collection of statistical techniques designed in part to use longitudinal student test scores to provide measures on the effectiveness of individual schools and teachers. This study examines a value-added assessment program in one state, Pennsylvania, with a focus on examining the effects of the program on student achievement and on the ways it has been implemented at the district, school, and classroom levels.

This research was conducted within rand Education and reflects rand Education’s mission to bring accurate data and careful, objective analysis to the national debate on education policy. This study is part of a larger body of rand Education work addressing valueadded modeling, assessment, and accountability. the study was funded by the Carnegie Corporation of New York, the Ewing Marion Kauffman Foundation, the National Education Association, and the Pennsylvania State Education Association. Additional funding came from the Connecticut Education Association, Education Minnesota, and the Ohio Education Association. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of these organizations.

The principal author of this work may be contacted by email at Daniel_ McCaffrey@rand.org or by phone at 310-393-0411, x4919. For more information on rand Education, contact the Director, Susan Bodilly. She can be reached by email at Susan_Bodilly@rand.org, by phone at 703-413-1100, x5377, or by mail at the rand Corporation, 1200 South Hayes St., Arlington, va 22202-5050. More information about rand is available at http://www.rand.org . . .

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