Clarin Collins

TL;DR: In this paper, the authors examined the SAS Education Value-added Assessment System (EVAAS®) in practice, as perceived and experienced by teachers in the Southwest School District (SSD), and revealed that teachers felt heightened pressure and competition, which reduced morale and collaboration, and encouraged cheating or teaching to the test in attempt to raise SAS EVAAS® scores.

TL;DR: This paper found that states have decreased their use of growth or value-added models (VAMs) within their teacher evaluation systems, and many states are offering more alternatives for measuring the relationships between student achievement and teacher effectiveness besides using test score growth.

TL;DR: In this paper, the authors of the EPAA Special Issue on Value-Added Model (VAM) Research for Educational Policy discuss the background and policy context surrounding the increased use of VAMs for teacher evaluation and accountability purposes across the United States and summarize five research papers and one research-based commentary that were peer-reviewed and selected for inclusion in this special issue.

TL;DR: In 2016, the federal government proposed and adopted the Every Student Succeeds Act (ESSA), which retracted the prior control over states' teacher evaluation systems, permitting more flexibility.