Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Crawford, Jon G.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational leadership||Educational evaluation||Educational tests and measurements

Abstract

Numerous lawsuits have been filed against school officials since the first Race to the Top (RTTT) monies were awarded in 2011, requiring school districts in participating states to incorporate student scores on standardized tests into their teacher evaluation processes. This study researched the history of standardized testing in the United States from Horace Mann to Common Core, the timeline of education reform in the United States, changes to state statutes in response to the federal Race to the Top program, and litigation filed in early-adopting RTTT states in response to the student growth component. It concludes with findings that provide school district administrators with a framework for avoiding litigation---and improving student learning---when applying student test scores to the teacher evaluation process.

Comments

Advisors: John Crawford; Christine Kiracofe.||Committee members: Kelly H. Summers.||Pagination skips numbers 280-318.||Includes bibliographical references.

Extent

337 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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