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An Analysis of the Use and Validity of Test-Based Teacher Evaluations Reported by the 'Los Angeles Times': 2011

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Title: An Analysis of the Use and Validity of Test-Based Teacher Evaluations Reported by the 'Los Angeles Times': 2011
Language: English
Authors: Durso, Catherine S., University of Colorado at Boulder, National Education Policy Center
Source: National Education Policy Center. 2012.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 35
Publication Date: 2012
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Evaluative
Education Level: Elementary Education
Descriptors: School Effectiveness, Teacher Effectiveness, Newspapers, News Reporting, Statistical Studies, Classification, Standardized Tests, Mathematics, Language Arts, Academic Achievement, Teacher Influence, Educational Testing, Scores, Achievement Gains, Teacher Evaluation, Elementary Education, Grade 3, Grade 4, Grade 5
Geographic Terms: California
Abstract: In May of 2011, the "Los Angeles Times" published, for the second time, results of statistical studies examining the variation in teacher and school performance in the Los Angeles Unified School District, based on the California Standards Tests for math and English Language Arts (ELA). The studies use data from the seven academic years ending in 2009-2010. The "Times" published teachers' names along with their effect estimates. These estimates were then used to classify teachers into five categories: least effective; less effective; average; more effective; and most effective. The "Los Angeles Times" previously published the results of statistical analyses designed to address the same issues in August, 2010, using data from the period 2003-2009. The earlier analyses were reviewed by Briggs and Domingue, who identified several serious concerns. Yet the more recent analyses differ from the earlier ones in important ways and merit separate review. Accordingly, the focus in this review is on the properties of the teacher effects estimated in the more recent study. Technical Appendix is included. (Contains 9 figures and 39 notes and references.)
Abstractor: ERIC
Entry Date: 2012
Accession Number: ED533007
Database: ERIC
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  Data: An Analysis of the Use and Validity of Test-Based Teacher Evaluations Reported by the 'Los Angeles Times': 2011
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  Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
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  Data: In May of 2011, the "Los Angeles Times" published, for the second time, results of statistical studies examining the variation in teacher and school performance in the Los Angeles Unified School District, based on the California Standards Tests for math and English Language Arts (ELA). The studies use data from the seven academic years ending in 2009-2010. The "Times" published teachers' names along with their effect estimates. These estimates were then used to classify teachers into five categories: least effective; less effective; average; more effective; and most effective. The "Los Angeles Times" previously published the results of statistical analyses designed to address the same issues in August, 2010, using data from the period 2003-2009. The earlier analyses were reviewed by Briggs and Domingue, who identified several serious concerns. Yet the more recent analyses differ from the earlier ones in important ways and merit separate review. Accordingly, the focus in this review is on the properties of the teacher effects estimated in the more recent study. Technical Appendix is included. (Contains 9 figures and 39 notes and references.)
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 35
    Subjects:
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Newspapers
        Type: general
      – SubjectFull: News Reporting
        Type: general
      – SubjectFull: Statistical Studies
        Type: general
      – SubjectFull: Classification
        Type: general
      – SubjectFull: Standardized Tests
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      – SubjectFull: Mathematics
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Teacher Influence
        Type: general
      – SubjectFull: Educational Testing
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: California
        Type: general
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      – TitleFull: An Analysis of the Use and Validity of Test-Based Teacher Evaluations Reported by the 'Los Angeles Times': 2011
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