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100   $a20070917d2007      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aValue-added assessment in practice $elessons from the Pennsylvania Value-Added Assessment System pilot project /$fDaniel F. McCaffrey, Laura S. Hamilton
205   $a1st ed.
210   $aSanta Monica, CA $cRAND Corporation$dc2007
215   $a1 online resource (129 p.)
225 1 $aTechnical report
300   $aDescription based upon print version of record.
311   $a0-8330-4443-5 
311   $a0-8330-4236-X 
320   $aIncludes bibliographical references.
327   $aCover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; Chapter One - Introduction; Examining VAA Implementation and Effects; Background on Pennsylvania's VAA System; History of PVAAS; PVAAS Reports; PVAAS Statistical Methodology for the Pilot Program; Organization of This Report; Chapter Two - Methods and Data; Details on Matching; Matching Methods for Cohort 1; Matching Methods for Cohort 2; Matching Results for Cohort 1; Matching Results for Cohort 2; The Pennsylvania System of School Assessment (PSSA); Methods for Estimating the Effects of PVAAS on PSSA Scores
327   $aSurveysChapter Three - Effects of PVAAS on Student Achievement; Summary; Chapter Four - Superintendents' Responses to PVAAS; Actions and Opinions in PVAAS and Comparison Districts; Responses to PVAAS Among Participating Districts; Summary; Chapter Five - Principals' Responses to PVAAS; Actions and Opinions in PVAAS and Comparison Districts; Responses to PVAAS Among Principals from Participating Districts; Summary; Chapter Six - Teachers' Responses to PVAAS; Actions and Opinions of Teachers in PVAAS and Comparison Districts; Responses to PVAAS Among Engaged Teachers; Summary
327   $aChapter Seven - Summary and ImplicationsImplications for Understanding Educators' Use of VAA Data; Study Limitations; Conclusion; Appendix - Matching Results Summary Tables and Figures; References
330   $aThe No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decisions about curriculum and instruction. To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment (VAA) systems-collections of complex statistical techniques that use multiple years of test-score data to try 
410  0$aTechnical report (Rand Corporation) ;$vTR-506-CC.
517 3 $aValue added assessment in practice
606   $aEducational tests and measurements$zPennsylvania
606   $aEducational accountability$zUnited States
606   $aEducational indicators$zUnited States
615  0$aEducational tests and measurements
615  0$aEducational accountability
615  0$aEducational indicators
676   $a371.26/2
700   $aMcCaffrey$b Daniel F$0913845
701   $aHamilton$b Laura S$0879896
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910220081703321
996   $aValue-added assessment in practice$92047517
997   $aUNINA