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Journal of Contemporary Research in Education

Abstract

Louisiana’s value-added evaluation of teacher preparation programs has provided a salient impetus for program improvement; however, due to the nature of the assessment, teacher preparation programs need to use additional sources of data to identify actionable responses to the value-added results. This paper describes one teacher preparation program’s approach to continuous program improvement in reading education and describes some of the limitations and benefits of value-added assessment results for that purpose.

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