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Using Washington, DC Public Schools data and a difference-in-differences approach, the study estimates how the assessment shift affected instructional practice in tested grades and subjects versus teachers without the transition. Substantial declines in practice—13% to 20% of a standard deviation—followed the new exam introduction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/new-assessments-and-teacher-accountability-lessons-for-teachers-practice/591121/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/new-assessments-and-teacher-accountability-lessons-for-teachers-practice/591121.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the shift to new assessments aligned with the Common Core State Standards?","Question",{"text":112,"@type":113},"The transition to Common Core-aligned tests aimed to raise expectations and increase rigor, with assessments rolled out during the 2014–2015 academic year.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study evaluate the effect of the assessment transition on teachers’ practice?",{"text":117,"@type":113},"It uses Washington, DC Public Schools data and a difference-in-differences model comparing teachers in tested grades and subjects to teachers not experiencing the transition.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about changes in instructional practice after the new exam?",{"text":121,"@type":113},"The results show substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, when the new exam was introduced.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591121,1792230863,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","American Educational Research Journal April 2022, Vol. 59, No. 2, pp. 252–283 DOI: 10.3102/00028312211024596  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2021 AERA. [https://journals.sagepub.com/home/aer](https://journals.sagepub.com/home/aer)  \nNew Assessments and Teacher Accountability: Lessons for Teachers’ Practice  \nJessalynn James  \nBrown University  \nThe transition to new assessments aligned to the Common Core State Standards was a significant turning point in the standards’ implementation. Concerns about the transition led districts to suspend the use of value-added scores for evaluating teachers, but changes to other measures, such as classroom observations, were rare. Using data from the Washington, DC Public Schools, I evaluate the effect of the assessment transition on teachers’practice. Ifind substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, for teachers in tested grades and subjects when the new exam was introduced. These results suggest that policymakers should consider the ramifications of testing changes on a wider array of teaching outcomes than value-added scores alone.  \nKEYWORDS: classroom observation, common core state standards, teacher evaluation, Partnership for Assessment of College and Career Readiness exam, PARCC exam  \nIntroduction  \nIn June 2010, the National Governors Association and the Council of Chief State School Officers unveiled the Common Core State Standards (CCSS) . By the end of 2011, the standards were officially adopted by all but five states (‘‘Map: Tracking the Common Core State Standards,’’ 2015) and new assessments aligned to the standards were rolled out by the 2014–2015 academic year (AY 2015) .1 A key goal motivating both the new standards and the accompanying new tests was to raise expectations and increase the rigor of material learned by U.S. students (Conley, 2014), representing a marked shift for most states and districts. The type of teaching required for students to gain  \nJESSALYNN JAMES, PhD, is a postdoctoral research associate at the Annenberg Institute at Brown University, 164 Angell Street, Providence, RI 02906, USA; email: jessalynn_ja[mes@brown.edu](mes@brown.edu. Her research uses a mix of causal and descriptive techniques)[. Her research uses a mix of causal and descriptive techniques](mes@brown.edu. Her research uses a mix of causal and descriptive techniques) to evaluate policies that help identify and enhance teaching quality (e.g. , through evaluation, recruitment, training, and retention), as well as the implications of these policies for ameliorating academic disparities.  \nNew Assessments and Teacher Accountability  \nproficiency on these standards was expected to differ from the teaching required for other, less-rigorous standards (Conley, 2014; Floden et al. , 2017), and school districts scrambled to better equip teachers with the skills and practices necessary for student success on aligned exams (Jochim & McGuinn, 2016) . The transition to the new assessments was a source of considerable stress for teachers (Jochim & McGuinn, 2016); there was a widespread expectation that the type of teaching required for student success on the new exams would differ from the status quo (Kane et al., 2016; McDuffie et al., 2017), and teachers were still learning at the point ofthe transition how to interpret the standards and adapt their instruction accordingly (Buzick et al. , 2019; Edgerton, 2020; Jochim & McGuinn, 2016) .  \nI use evidence from the District of Columbia Public Schools (DCPS) to explore whether the transition to these new exams influenced teachers’ practice. Specifically, using a difference-in-differences model, I leverage the transition to a new assessment for teachers in tested subjects and grades versus other general-education teachers—who experienced no such transition—to estimate effects on teachers’ practice, as measured by the district’s class","cbCaio1w2TI5BMl7","https://ap.wps.com/l/cbCaio1w2TI5BMl7","pdf",439457,32,"English","# Introduction\n## Research approach and evaluation question\n## Context of Common Core and new assessments\n## Expected changes in teaching practice\n## Study design using DCPS and classroom observation rubric","[{\"question\":\"What prompted the shift to new assessments aligned with the Common Core State Standards?\",\"answer\":\"The transition to Common Core-aligned tests aimed to raise expectations and increase rigor, with assessments rolled out during the 2014–2015 academic year.\"},{\"question\":\"How does the study evaluate the effect of the assessment transition on teachers’ practice?\",\"answer\":\"It uses Washington, DC Public Schools data and a difference-in-differences model comparing teachers in tested grades and subjects to teachers not experiencing the transition.\"},{\"question\":\"What were the main findings about changes in instructional practice after the new exam?\",\"answer\":\"The results show substantial declines in instructional practice, ranging from 13% to 20% of a standard deviation, when the new exam was introduced.\"}]","New Assessments and Teacher Accountability - Lessons for Teachers’ Practice | PDF",1792071167,81]