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This study uses data from a large urban school district to compare value-added (VA) estimates under every-grade/every-year testing with two reduced-testing scenarios. Results show marginal VA changes, lower precision for alternating-subject annual testing, and fewer teachers with estimable scores, intensifying concerns about VA methodology.",{"@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/the-implications-of-reduced-testing-for-teacher-accountability/589809/",{"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/the-implications-of-reduced-testing-for-teacher-accountability/589809.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","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 question does the study investigate about reduced standardized testing?","Question",{"text":112,"@type":113},"The study examines whether current accountability measures based on test scores can still function for teacher evaluation and education research when standardized testing is reduced.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the study designed to compare testing approaches?",{"text":117,"@type":113},"It uses data from a large urban school district to compare value-added (VA) estimates from every-grade, every-year testing against two reduced-testing scenarios.",{"name":119,"@type":110,"acceptedAnswer":120},"What impact does reduced testing have on value-added estimate quality?",{"text":121,"@type":113},"The study finds marginal changes in VA estimates, with alternating-subject annual testing slightly less precise and lower associations with prior achievement compared with biennial testing in both subjects.","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},589809,1792208931,{"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},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nApril-June 2017, Vol. 3, No. 2, pp. 1–13 DOI: 10. 1177/2332858417704411 © The Author(s) 2017. [http://ero.sagepub.com](http://ero.sagepub.com)  \nThe Implications of Reduced Testing for Teacher Accountability  \nJessica L. Alzen  \nUniversity of Colorado Boulder  \nErin M. Fahle  \nBenjamin W. Domingue  \nStanford University  \nEvery-grade, every-year testing plays a prominent part in U.S. education policy and research, but the rise of standardized testing has been met with frustration and opposition. In response, policymakers have proposed legislation designed to curb the amount of standardized testing. There is little empirical evidence, however, about the potential impact of these alternate approaches on current evaluation systems. Using data from a large, urban school district, we compare value-added (VA) estimates from every-year, every-grade testing to those from two reduced-testing scenarios. We find marginal changes in the value-added estimates in both approaches relative to more traditional VA estimates. Estimates from annual testing in alternating subjects are slightly less precise but have lower associations with prior student achievement than biennial testing in both subjects. Further, there is significant decrease in the number of teachers for whom scores can be estimated in both approaches, exacerbating long-standing concerns with VA methodology.  \nKeywords: high-stakes testing, evaluation, policy, accountability, regression analysis, value added  \nLarge-scaLe standardized testing plays a central role in current education policy and research as a source of evidence regarding teacher effectiveness. As of 2015, 43 states required that evidence of growth in student achievement play a role in teacher evaluations (Doherty & Jacobs, 2015) . However, the every-grade, every-year standardized testing in the United States that enables the calculation of these growth measures has been criticized for the associated loss of instructional time in high-stakes testing contexts (Nelson, 2013; Rogers, Mirra, Seltzer, & Jun, 2014) . To this end, families are taking action against current standardized testing in the form of the growing opt-out movement, in which families choose to have their children abstain from state testing. In December 2015, the U.S. Department of Education (USDOE) identified 13 states as not meeting the 95% student participation testing requirement during the prior school year (Bennett, 2016) . The largest incidence of opt-out occurred in New York state, where, in the spring of 2015, one out of every six public school students in the state opted out of at least one standardized test (Harris & Fessenden, 2015) . In addition, representatives from multiple states have proposed bills outlining alternative testing frameworks (Camera, 2014; Klein, 2014) . The designs of these alternative approaches reduce the current amount of testing by imposing systematic changes, such as testing only every other year.  \nAs a side effect, policy changes associated with systematic reduction in standardized testing would have implications for accountability measures based on test scores and  \nthe use of those measures for both teacher evaluation and education research. Thus, a relevant question is whether current accountability measures can still function for these purposes if there were to be a reduction in standardized testing.  \nIn this study, we consider two reduced-testing scenariosand examine their effects on value-added (VA) teacher evaluation scores, a common method of using student test score data in current teacher evaluation systems and education research more broadly (Collins & Amrein-Beardsley, 2014) . We use empirical data from a large, urban school district to compare VA estimates under the reduced-testing scenarios to VA estimates under the current testing framework. Specifically, we evaluate the impact of the different types of structural missingness induced in each scenario on the relative bias and precision of","cbCaihzsyMihSrjN","https://ap.wps.com/l/cbCaihzsyMihSrjN","pdf",883030,13,"English","# Background\n## Federal policies and standardized testing requirements\n## Opt-out movement and alternative testing proposals\n# Study Approach\n## Reduced-testing scenarios and VA estimation\n## Structural missingness, bias, and precision\n# Findings\n## Changes in VA estimates across scenarios\n## Precision and association with prior achievement\n## Estimable teacher counts and VA methodology concerns\n# Conclusion\n## Implications for accountability policies and research","[{\"question\":\"What question does the study investigate about reduced standardized testing?\",\"answer\":\"The study examines whether current accountability measures based on test scores can still function for teacher evaluation and education research when standardized testing is reduced.\"},{\"question\":\"How is the study designed to compare testing approaches?\",\"answer\":\"It uses data from a large urban school district to compare value-added (VA) estimates from every-grade, every-year testing against two reduced-testing scenarios.\"},{\"question\":\"What impact does reduced testing have on value-added estimate quality?\",\"answer\":\"The study finds marginal changes in VA estimates, with alternating-subject annual testing slightly less precise and lower associations with prior achievement compared with biennial testing in both subjects.\"}]","The Implications of Reduced Testing for Teacher Accountability | PDF",1792068171,33]