A Study of Davidson County's Elementary and Middle School Teachers' Perceptions of the Tennessee Value Added Assessment System PDF Download

Author: Marion C. Logan
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 298

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Author: Thomas A. Young
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 174

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Author: Meagan A. Viar
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
Educational leaders are struggling with the issue of academic reform as it pertains to accountability for student achievement. With increasing pressures to improve student achievement, many states have adopted value-added measures to monitor student growth and teacher effectiveness. This study undertook a quantitative approach to examine the relationship between teacher perceptions of value-added evaluations, teachers' three-year mean value-added scores, and teacher job satisfaction using One-Way Analysis of Variance (ANOVAs). The four major questions posed in this study are as follows: 1) What are selected TN teachers' perceptions of the TVAAS-based teacher evaluation system in terms of fairness, accuracy, understandability, and need for revision? 2) How do selected TN teachers' average self-reported scores on the TVAAS-based teacher evaluation system differ by demographic characteristics? 3) How do selected TN teachers' reported level of job satisfaction differ by demographic characteristics? 4) What relationships are observed between selected TN teachers' ratings of the quality of the TVAAS-based teacher evaluation system, their self-reported average scores on that teacher evaluation system, and their level of satisfaction with their jobs? There were 39 teachers from two rural middle schools in the mid-south that participated in the survey. Job satisfaction was measured and compared with their self-reported mean Tennessee Value-Added Assessment System (TVAAS) score. The analysis revealed a significant relationship between the self-reported three-year average and TVAAS scores and perception of the quality of TVAAS data, as well as a significant relationship between teachers' self-reported average TVAAS evaluation score and their average level of job satisfaction.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 522

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Author: A. Paige Baker
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 90

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 816

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Author: Soya Denise Moore
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 512

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ABSTRACT: The Every Student Succeeds Act (ESSA) is the latest development of a long history of reform movements in education in the United States. President Barack Obama signed ESSA into law on December 10, 2015. ESSA reauthorized the Elementary and Secondary Education Act (ESEA) and reconfirmed the US's longstanding commitment to equal opportunity for all students. The purpose of this study was to provide policy makers with current information to further decision-making, educational knowledge, and effectiveness of practice. This qualitative study utilized interviews to gather teacher perceptions on refining and implementing a system of school improvement and accountability in the state of Tennessee. The sample consisted of 20 middle school teachers from the West Tennessee Region. The findings from this study suggested that teachers want their voices to be heard during policy making. Teachers were optimist and held high expectations about the improvements that the state of Tennessee could make under ESSA. This study offers valuable insight in the form of recommendations from teachers into how the state of Tennessee could revise and implement their plan for school improvement and accountability under ESSA. The findings suggested that the Tennessee Department of Education should offer more ways for teachers to get involved in advocacy work at the district and state levels; provide training to teachers to ensure that they are informed about the state policy changes under ESSA; create initiatives to ensure broad stakeholders ownership; commit to a deeper investment in communications by creating an ongoing feedback loop among stakeholders; crate more teacher and school leader training programs; improve state standards and assessments; and provide equitable remedies for school improvement and accountability.

Author: Kate Kennedy
Publisher: Corwin Press
ISBN: 1412996333
Category : Education
Languages : en
Pages : 201

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Book Description
Value-added is the most robust, statistically significant method for connecting teachers to students. In other words, value-added analysis links teachers to students and, for the very first time, allows educators to see the amount of growth they are facilitating with students. Built around the value-added analysis professional development work of Battelle for Kids, this book for district and school leaders prepares educators to understand and implement value-added analysis in order to ensure that all students are achieving and progressing. By providing a user-friendly, five-step implementation process along with success stories of schools, teachers, and students as well as strategies, samples, and tools, this book will equip educators to use value-added analysis to help accelerate student progress. It is written to inform readers about what value-added analysis is and to help them utilize value-added information in a classroom and/or school setting.

Author: University of Tennessee (System). Value-Added Research and Assessment Center
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages :

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Author: Jennifer S. Atkins
Publisher:
ISBN:
Category :
Languages : en
Pages : 134

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Book Description
With increased pressures on school districts to enhance student achievement, administrators are implementing professional learning communities (PLCs) as one method to improve student performance (DuFour & Eaker, 1998, Hord, 1997, Thompson, Gregg, & Niska, 2004). Educators working within a PLC experience a shared ideology, supportive conditions for collective inquiry, shared learning through collaborative teams, attention to professional development and learning, and a purposeful focus on student achievement (DuFour & Eaker, 1998, Hord, 1997). Little quantitative research has used standardized testing to measure the benefits of PLCs. This quasi-experimental, quantitative study found a statistically significant difference between value-added scores on the Tennessee Comprehensive Assessment Program in mathematics and reading/language arts as reported by the Tennessee Value-added Assessment System (TVAAS). Within the parameters of this study, the analysis from 2009 and 2010 revealed the difference in TVAAS scores for fourth and fifth grade students attending schools that implement professional learning communities was statistically significant compared to the value-added scores of students that did not attend PLC schools. The experimental group consisted of elementary or intermediate schools with a fourth and a fifth grade team working as a PLC for three or more consecutive years as defined by DuFour and Eaker's (1998) theoretical framework. The control group did not use PLCs. Three-year value-added scores in mathematics and reading/language arts were analyzed using a two-sample t test assuming unequal variances. The literature review and findings from this quantitative study support the idea that when educators work in PLCs, the effects are positive outcomes for students.