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It summarizes five peer-reviewed research papers and one research-based commentary selected for a special issue, highlighting how each work contributes to the broader VAM research area. 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Polasky  \nArizona State University  \nEdward F. Sloat  \nDysart Unified School District, Surprise, Arizona  \nUnited States of America  \nCitation: Amrein-Beardsley, A., Collins, C., Polasky, S. A., & Sloat, E. F. (2013) . Value-Added Model (VAM) Research for Educational Policy: Framing the Issue. Education Policy Analysis Archives, 21 (4) . This article is part of EPAA/AAPE’s Special Issue on Value-Added: What America’s Policymakers Need to Know and Understand, Guest Edited by Dr. Audrey Amrein-Beardsley and Assistant Editors Dr. Clarin Collins, Dr. Sarah Polasky, and Ed Sloat. Retrieved [date], from  \n[http://epaa.asu.edu/ojs/article/view/1311](http://epaa.asu.edu/ojs/article/view/1311)  \nAbstract: In this manuscript, the guest editors of the EPAA Special Issue on “Value-Added Model (VAM) Research for Educational Policy”(1) introduce the background and policy context surrounding the increased use of VAMs for teacher evaluation and accountability purposes across the United States; (2) summarize the five research papers and one research-based commentary that were peer-reviewed and selected for inclusion in this special issue; and (3) discuss the relevance of Journal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 8/1/2013  \nFacebook: /EPAAA Revisions received: 10/1/2013  \nTwitter: @epaa_aape Accepted: 11/1/2013  \nEducation Policy Analysis Archives Vol. 21 No. 4 SPECIAL ISSUE 2  \nthe papers both individually and collectively. Their importance is discussed in terms of each paper’s contribution to the general research on this topic and each paper’s potential to inform educational policy. In addition, the papers reflect our shared thinking about VAMs, VAM output, and the inference-based decisions for which VAMs are increasingly being used.  \nKeywords: Value-added; teacher evaluation; teacher accountability.  \nLa investigación de los Modelos de Valor Agregado (MVA) para las políticas educativas: Delimitando la discusión.  \nResumen: En este artículo, los editores invitados de este número especial de EPAA/AAPE sobre la investigación de los Modelos de Valor Agregado (MVA) para las políticas educativas: (1) presentan los antecedentes y el contexto político que rodean la utilización de MVA en la evaluación de los docentes y rendición de cuentas en los Estados Unidos,(2) un resumen de los cinco trabajos de investigación y el comentarios que fueron seleccionados para su inclusión en este número especial, y (3) analizamos la pertinencia de los documentos, tanto individual como colectivamente. Su importancia se discuten en términos de la contribución de cada documento para la investigación general sobre este tema y el potencial de cada artículo para informar la política educativa. Además, los documentos reflejan nuestro pensamiento sobre la producción de MVA y las decisiones basadasen MVA son cada vez más utilizados.  \nPalabras clave: modelos de valor agregado; evaluación docente; responsabilidad docente.  \nPesquisa dos Modelos de Valor Adicionado (MVA) para as políticas de educação:  \nDelimitação da discussão.  \nResumo: Neste artigo, os editores convidados desta edição especial da EPAA/AAPE sobre a Pesquisa dos Modelos de Valor Adicionado (MVA) para as políticas de educação: (1) Apresentam ocontexto político em torno do uso dos MVA na avaliação de professores e de responsabilização nos Estados Unidos,(2) um resumo dos cinco trabalhos de pesquisa e o comentário que foramselecionados para inclusão nesta edição especial, e (3) analisar a","cbCaijBoMqGhIRBp","https://ap.wps.com/l/cbCaijBoMqGhIRBp","pdf",267217,14,"English","# Framing the Issue\n# Teacher Evaluation Background in the United States\n# VAMs in Federal and State Education Policy\n# Federal Incentives and Adoption Context\n# Selected Papers and Commentary Overview\n# Relevance for Educational Policy","[{\"question\":\"What is the focus of this special issue framing manuscript?\",\"answer\":\"It frames the increased policy use of Value-Added Models (VAMs) for teacher evaluation and accountability, providing background and summarizing the included research works.\"},{\"question\":\"How does the manuscript relate VAM use to teacher evaluation in the U.S.?\",\"answer\":\"It contrasts historical district-driven evaluation approaches with the current shift to value-added model use as a matter of federal and state education policy.\"},{\"question\":\"What does the abstract say the editors do in this manuscript?\",\"answer\":\"They introduce policy context, summarize the five research papers and one commentary included in the special issue, and discuss the papers’ relevance both individually and collectively for educational policy.\"}]","Value-Added Model (VAM) Research for Educational Policy - Framing the Issue | PDF",1792093159,35]