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Audrey Beardsley

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MLF Teachers College
Professor
Faculty, WEST Campus, Mailcode 3151
Biography

Audrey Amrein-Beardsley is currently a Professor in Mary Lou Fulton Teachers College. Her research interests include educational policy, educational measurement and research methods. She is the author of over 50 peer- and editorially reviewed journal articles and two academic books published respectively in 2014 and 2016. Her research has been highlighted in popular press outlets including National Public Radio (NPR), The New York Times, USA Today, the Washington Post, Education Week, The Huffington Post, The Economist; other local news outlets (e.g., The Boston Globe, the Houston Chronicle, the Arizona Republic); and television media, including Public Broadcasting Service (PBS) shows and HBO's Last Week Tonight with John Oliver. Amrein-Beardsley is also the creator of the blog VAMboozled! and creator/host of a web series entitled Inside the Academy during which she interviews and archives the personal and professional histories of some of the top educational researchers in the academy of education. Amrein-Beardsley's research focuses on the use of value-added models (VAMs) in and across states since the passage of the Every Student Succeeds Act (ESSA). For states still relying on VAMs for high-stakes consequences, she is conducting validation studies on multiple system components, as well as serving as an expert witness in many legal cases surrounding the (mis)use of system output. Amrein-Beardsley's research centers on three questions: What are the intended and unintended consequences of educational policies when realized in practice? How is inferential validity interpreted and possibly disregarded in policy and practice?

CV
Binary Data Curriculum Vitae
Education
  • 2002 – PhD, Educational Leadership & Policy Studies, Arizona State University, Tempe, AZ
  • 1998 – MEd, Educational Leadership & Policy Studies, Arizona State University, Tempe, AZ
  • 1993 – BA, Education, University of Arizona, Tucson, AZ
Research Website
http://vamboozled.com/
Research Interests

Guiding Research Questions: 

  • What are the intended and unintended consequences of educational policies when realized in practice?
  • How is inferential validity interpreted and possibly disregarded in policy and practice?

Current Research Project:

Dr. Amrein-Beardsley is researching the use of value-added models (VAMs) in and across states since the passage of the Every Student Succeeds Act (ESSA). For states still relying on VAMs for high-stakes consequences, she is still conducting validation studies on multiple system components, as well as serving as an expert witness in many legal cases surrounding the (mis)use of system output.

Publications

  • Amrein-Beardsley, A. (2014). Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. New York, NY: Routledge.

  • Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65-75.

  • Paufler, N. A., & Amrein-Beardsley, A. (2014). The random assignment of students into elementary classrooms: Implications for value-added analyses and interpretations. American Educational Research Journal (AERJ), 51(2), 328-362. doi: 10.3102/0002831213508299

Summer 2017
Course NumberCourse Title
EPA 792Research
EPA 799Dissertation
Spring 2017
Course NumberCourse Title
TEL 701Advanced Quantitative Methods
DCI 784Internship
EPA 784Internship
DCI 792Research
EPA 792Research
DCI 799Dissertation
EPA 799Dissertation
Fall 2016
Course NumberCourse Title
EPA 598Special Topics
TEL 701Advanced Quantitative Methods
EPA 792Research
EPA 799Dissertation
Summer 2016
Course NumberCourse Title
EPA 792Research
EPA 799Dissertation
Spring 2016
Course NumberCourse Title
EPA 691Seminar
EPA 784Internship
DCI 784Internship
EPA 792Research
DCI 792Research
EPA 799Dissertation
DCI 799Dissertation
Fall 2015
Course NumberCourse Title
EPA 691Seminar
TEL 701Assessment Polic, Issues&Pract
EPA 792Research
EPA 799Dissertation
Summer 2015
Course NumberCourse Title
EPA 792Research
EPA 799Dissertation
Spring 2015
Course NumberCourse Title
TEL 701Assessment Polic, Issues&Pract
EDA 701Assessment Polic, Issues&Pract
DCI 784Internship
EPA 784Internship
DCI 792Research
EPA 792Research
DCI 799Dissertation
EPA 799Dissertation
Fall 2014
Course NumberCourse Title
EPA 691Seminar
EPA 792Research
EPA 799Dissertation
Summer 2014
Course NumberCourse Title
EPA 792Research
EPA 799Dissertation
Spring 2014
Course NumberCourse Title
DCI 593Applied Project
EPA 691Seminar
TEL 701Assessment Polic, Issues&Pract
EDA 701Assessment Polic, Issues&Pract
DCI 784Internship
EPA 792Research
DCI 792Research
EPA 799Dissertation
DCI 799Dissertation
Fall 2013
Course NumberCourse Title
TEL 713Applied Mixed Methods Inquiry
EPA 792Research
EPA 799Dissertation
Summer 2013
Course NumberCourse Title
EPA 792Research
EPA 799Dissertation
Spring 2013
Course NumberCourse Title
DCI 784Internship
EPA 792Research
DCI 792Research
EPA 799Dissertation
DCI 799Dissertation
Fall 2012
Course NumberCourse Title
EPA 792Research
EPA 799Dissertation
Presentations
  • Pivovarova, M., & Amrein-Beardsley, A. The 17 articles in AERA journals on value-added models (VAMs): Current consensus and a non-consensual divide. World Education Research Association (Nov 2014).
  • Amrein-Beardsley, A., & Holloway-Libell, J. Value-added models (VAMs): Deconstructing the "heroic" assumptions. World Education Research Association (Nov 2014).
  • Holloway-Libell, J., & Amrein-Beardsley, A. The importance of peer-review: Cases in point. World Education Research Association (Nov 2014).
  • Amrein-Beardsley, A., Paufler, N. A., & Holloway-Libell, J. Helping to bridge the gap between research, policy, and practice: Inside the Academy, its global presence, and its potential for impact. World Education Research Association (Nov 2014).
  • Amrein-Beardsley, A. Designing an ongoing evaluation program for two university Ph.D. programs in transition. American Evaluation Association (Oct 2014).
  • Amrein-Beardsley, A., & Holloway-Libell, J. An examination of the claims and assumptions surrounding value-added models (VAMs). American Evaluation Association (Oct 2014).
  • Amrein-Beardsley, A. & Holloway-Libell, J. VAMBoozled! Deconstructing the assumptions behind value-added. American Educational Research Association (Oct 2014).
  • Amrein-Beardsley, A. Value-added use: Applied research to inform practice and (hopefully) educational policy. American Educational Research Association (Apr 2014).
  • Lawton, K., Amrein-Beardsley, A., & Barnard, W. M. Using value-added models for evaluating teacher preparation program effectiveness. American Educational Research Association (Apr 2014).
  • Amrein-Beardsley, A. Value-Added Models (VAMs): Research-based issues and concerns as evidenced in policy and practice. American Federation of Teachers Lawyers’ Conference, Washington DC (Apr 2014).
  • Paufler, N. A., & Amrein-Beardsley, A. The random assignment of students into classrooms: Implications for value-added analyses and schools of education. American Association of Colleges for Teacher Education (Feb 2014).
  • Lawton, K., Amrein-Beardsley, A., Barnard, W. M., & Polasky, S. A. The use of value-added models to evaluate teacher education programs. American Association of Colleges for Teacher Education (Feb 2014).
  • Holloway-Libell, J., Paufler, N. A., & Amrein-Beardsley, A. Using technology to bridge research and practice: Implications for colleges of teacher education. American Association of Colleges for Teacher Education (Feb 2014).
  • Collins, C., & Amrein-Beardsley, A. Blending theory and practice into a new program evaluation course: How to design a meaningful and applicable curriculum for graduate students in the 21st century. American Evaluation Association (Oct 2013).
  • King, A., & Amrein-Beardsley, A. Evaluating the senior year residency experience in an innovative teacher preparation program. American Evaluation Association (Oct 2013).
  • Amrein-Beardsley, A. Value-added under Arizona’s state-mandated evaluation framework: Content, concurrent, and consequential levels of validity. American Educational Research Association (Apr 2013).
  • Polasky, S. A., Amrein-Beardsley, A., Tate, P., & Pistor, M. The Northwest Evaluation Association’s Measures of Academic Progress (NWEA): Validation of a potential value-added measure for the primary grades. American Educational Research Association (Apr 2013).
  • Collins, C., & Amrein-Beardsley, A. Houston, we have a problem: Exposure to EVAAS can be hazardous. American Educational Research Association (Apr 2013).
  • Paufler, N. A., Holloway-Libell, J., & Amrein-Beardsley, A. Answering the call for education informatics: Connecting theory, research, and practice through an online educational historiography. American Educational Research Association (Apr 2013).
  • Paufler, N. A., & Amrein-Beardsley, A. The random assignment of students to classrooms: Implications for value-added analyses and interpretations. American Educational Research Association (Apr 2013).
  • Amrein-Beardsley, A. On the representation of teachers and schools in the media: Waiting for Superman, The Inconvenient Truth Behind Waiting for Superman, and The Lottery. Presidential Session of the 2013 Film Festival at the annual convention of the American Educatio (Apr 2013).
  • Polasky, S. A., & Amrein-Beardsley, A. One university meeting one district’s research needs: Validating a growth and evaluation tool for K-2 students and teachers. American Association of Colleges for Teacher Education (Feb 2013).
  • Collins, C., & Amrein-Beardsley, A. A national overview of growth and value-added models. American Association of Colleges for Teacher Education (Feb 2013).
  • Amrein-Beardsley, A. Value-added in Arizona: Specifics, statistics, and impact. American Educational Research Association (Apr 2012).
  • Collins, C. & Amrein-Beardsley, A. To know is not enough: A case-study on the transparency-vaulted EVAAS model and its impact on teaching practices. American Educational Research Association (Apr 2012).
  • Collins, C. & Amrein-Beardsley, A. The SAS Education Vale-Added Assessment System (SAS® EVAAS®): Its intended and unintended effects in a major urban school system. American Educational Research Association (Apr 2012).
  • Collins, C. & Amrein-Beardsley, A. Putting growth and value-added models on the map. American Educational Research Association (Apr 2012).
  • Amrein-Beardsley, A. Degrees of cheating and the prevention of testing irregularities. US Department of Education (USDOE) Symposium on the Prevention of Irregularities in Academic Testing (Feb 2012).
  • Amrein-Beardsley, A. & Collins, C. The ground-level impact of attaching consequences to value-added in Houston. American Association of Colleges for Teacher Education (Feb 2012).
  • Amrein-Beardsley, A. Haladyna, T, & Polasky, S. A. Imagining a new system: Using multiple measures and inter-indicator consistency to measure value-added. American Association of Colleges for Teacher Education (Feb 2012).
  • Amrein-Beardsley, A. & Polasky, S. Green eggs and VAM: Pitches, glitches, and stitches. School Reform and School Leadership Conference (Nov 2011).
  • Collins, C. & Amrein-Beardsley, A. The effect of the Education Value-Added Assessment System (EVAAS) on teaching practices and the profession. Arizona Educational Research Organization (Nov 2011).
  • Amrein-Beardsley, A. Green eggs and VAM: Putting a fork into value-added modeling. Arizona Education Association (Oct 2011).
  • Amrein-Beardsley, A. The SAS® Education Value-Added Assessment System (EVAAS®): Its intended and unintended effects. US Education Senate Committee Briefing on Getting Teacher Evaluation Right (Sep 2011).
  • Amrein-Beardsley, A. Value-added. American Educational Research Association (Apr 2011).
  • Amrein-Beardsley, A., & Barnett, J. H. Rethinking district-university partnerships: Working from the inside out. American Educational Research Association (Apr 2011).
  • Amrein-Beardsley, A., Osborn Popp, S., & Toth, M. The validity of an instructor observation protocol for professional development. American Educational Research Association (Apr 2011).
  • Barnett, J. H., & Amrein-Beardsley, A. Strengthening the pipeline: Reforming teacher education for the public. American Educational Research Association (Apr 2011).
  • Barnett, J. H., & Amrein-Beardsley, A. Strengthening the pipeline: Reforming teacher education for the public. American Educational Research Association (Apr 2011).
  • Amrein-Beardsley, A. Value-Added. American Educational Research Association (Apr 2011).
  • Amrein-Beardsley, A., & Barnett, J. H. Rethinking district-university partnerships: Working from the inside out. American Educational Research Association (Apr 2011).
  • Amrein-Beardsley, A., Osborn Popp, S., & Toth, M. The validity of an instructor observation protocol for professional development. American Educational Research Association (Apr 2011).
  • Amrein-Beardsley, A. Holding teachers accountable for the value they add. University of Arizona’s Professional Preparation Board (Mar 2011).
  • Amrein-Beardsley, A. & Barnett, J. H. What is added with value-added? Steps to selecting the proper system. American Association of Colleges for Teacher Education (Feb 2011).
  • Duggan, M. A., Barnett, J. H. & Amrein-Beardsley, A. The teacher pipeline: Reforming a statewide teacher preparation system. American Association of Colleges for Teacher Education (Feb 2011).
  • Barnett, J.H., Amrein-Beardsley, A., Turchi, L., Beal, S., Linder, A., & Tseunis, P. Bridging the divide: Comprehensive school reform through university-district partnership. American Association of Colleges for Teacher Education (Feb 2011).
  • Barnett, J. H. & Amrein-Beardsley, A. District-university partnerships based on district needs. American Association of Colleges for Teacher Education (Feb 2011).
  • Barnett, J. H. & Amrein-Beardsley, A. What is added with value-added? Steps to selecting the proper system. American Association of Colleges of Teacher Education (Feb 2011).
  • Barnett, J. H. & Amrein-Beardsley, A. The teacher pipeline: Reforming a statewide teacher preparation system. American Association of Colleges of Teacher Education (Feb 2011).
  • Amrein-Beardsley, A., Barnett, J. H., Kortman, S., Koenigsknecht, J., Ridley, S., Rojas, M., & Turchi, L. Bridging the divide: Comprehensive school reform through university-district partnership. American Association of Colleges of Teacher Education (Feb 2011).
  • Amrein-Beardsley, A. & Barnett, J. H. District-university partnerships based on district needs. American Association of Colleges of Teacher Education (Feb 2011).
  • Amrein-Beardsley, A. Holding teachers accountable for the value they add. Arizona Department of Education (Jan 2011).
  • Perry, N., Amrein-Beardsley, A., Carlson, D., Foulger, T., Olson, K., & Zambo, D. Examining the complexities of curricular reform in the educational doctorate. American Educational Research Association (May 2010).
  • Painter, S., Amrein-Beardsley, A., Buss, R., Carlson, D., Perry, N., & Puckett, K. Making a difference locally: Graduates evaluate the action research dissertation in an innovative Ed.D. program. American Educational Research Association (May 2010).
  • Osborn Popp, S. E., Amrein-Beardsley, A., Toth, M. Investigating the effectiveness of the Reformed Teaching Observation Protocol in a college of education: A many-faceted Rasch analysis. International Objective Measurement Workshop (Apr 2010).
  • Amrein-Beardsley, A. Value added assessment. Arizona Educational Research Organization (Oct 2009).
  • Toth, M. I., & Amrein-Beardsley, A. The right to evaluate: Increasing student access through online course evaluations. American Educational Research Association (Apr 2009).
  • Hansen, C., Carter, H., & Amrein-Beardsley, A. Beyond rhetoric: Examining teacher preparation programs for Teach for America via disciplined inquiry. American Educational Research Association (Apr 2009).
  • Amrein-Beardsley, A. Evaluating the impact of NCLB on arts and culture organizations partnering with public schools. American Educational Research Association (Apr 2009).
  • Amrein-Beardsley, A., Barnett, J., & Koerner, M. A process to help conceptualize and measure teacher preparation program impact. American Association of Colleges of Teacher Education (Feb 2009).
  • Carter, H., Hansen, C., & Amrein-Beardsley, A. Working together: Teach For America and teacher preparation. What Works in Education Partnerships (Jan 2009).
  • Foulger, T., Toth, M. I., & Amrein-Beardsley, A. Tapping the potential of anomalies: Using student concerns to refine hybrid course delivery. American Education Research Association (Mar 2008).
  • Toth, M. I., Foulger, T., & Amrein-Beardsley, A. Examining the changes in student and instructor learning experiences initiated through hybrid instruction. American Education Research Association (Mar 2008).
  • Amrein-Beardsley, A., Foulger, T., & Toth, M. I. Developing a hybrid degree program: Using data to inform quality decisions. American Education Research Association (Apr 2007).
  • Amrein-Beardsley, A. The recruitment of expert teachers in high-needs schools. American Educational Research Association (Apr 2007).
  • Toth, M. I., Amrein-Beardsley, A., & Foulger, T. Using student and instructor data to develop a hybrid degree program. American Association of Colleges for Teacher Education (Feb 2007).
  • Amrein-Beardsley, A. The residual effects of National Board Certified Teachers. American Educational Research Association (Apr 2006).
  • Amrein-Beardsley, A. No Child Left Behind: Testing "stronger accountability for results.". Southeast Civil Rights Association (Apr 2005).
  • Amrein-Beardsley, A. Highly qualified or highly effective?. New Jersey Chamber of Commerce (Apr 2005).
  • Amrein-Beardsley, A. The intended and unintended consequences of high-stakes tests. California Educational Research Association (Nov 2003).
  • Amrein-Beardsley, A. The impact of high-stakes tests on academic achievement and schools. International Association for Cognitive Education and Psychology (Jul 2003).
  • Amrein-Beardsley, A., & Berliner, D. C. A state-by-state analysis of the impact of high-stakes accountability policies on academic performance. American Educational Research Association (Apr 2003).
  • Amrein-Beardsley, A., & Berliner, D. C. High school graduation exams: The dropout rate, the graduation rate, and the rate by which students take the General Education Diploma (GED). American Educational Research Association (Apr 2003).
  • Amrein, A. L. Dual language asymmetry: Symbolic inequalities. American Educational Research Association (Mar 2000).
Service
  • Governance Committee, Co-Chair (2014 - Present)
  • Search Committee for three EdD faculty, Chair (2014 - Present)
  • Education Doctorate (EdD) in Leadership and Innovation Program, Interim Program Coordinator (2014 - Present)
  • Arizona State University Faculty Senate, Member (2013 - Present)
  • Postdoctoral Scholar Mentor, Mentor (2013 - Present)
  • Executive Committee (EC) of the Mary Lou Fulton Teachers College’s doctoral programs, Member (2013 - Present)
  • Journal of Teacher Education (JTE), Editorial Review Board (2013 - Present)
  • Education Policy Analysis Archives (EPAA), Associate Editor (2013 - Present)
  • Junior Faculty Mentor, Mentor (2013 - Present)
  • Education Policy and Evaluation (EPE) PhD Student Admissions Committee, Member (2012 - Present)
  • Arizona State Univerity's School of Public Affairs, Faculty Affiliate (2011 - Present)
  • Arizona State University's Learning Sciences Institute (LSI), Faculty Affiliate (2011 - Present)
  • Educational Policy and Evaluation PhD Committee, Member (2010 - Present)
  • American Educational Research Journal (AERJ), Manuscript Reviewer (2003 - Present)
  • Educational Evaluation and Policy Analysis (EEPA), Manuscript Reviewer (2003 - Present)
  • Educational Researcher (ER), Manuscript Reviewer (2003 - Present)
  • Teachers' College Record (TCR), Manuscript Reviewer (2003 - Present)