Integrated Search Menu

Audrey Beardsley

Profile photo
Professor
Faculty, WEST Campus, Mailcode 3151
Biography

Audrey Amrein-Beardsley received her Ph.D. in 2002 from Arizona State University in the Division of Educational Leadership and Policy Studies with an emphasis on research and evaluation methods. Awarded tenure in 2010 as Exemplar, and promoted again in 2016, she is currently a Professor in Mary Lou Fulton Teachers College. Given her scholarly contributions in the areas of educational research and policy, from 2011-2014 she was honored as one of the top edu-scholars in the nation, honored for being a university-based academic who is contributing most substantially to public debates about the nation's educational system. Her research has also 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 most recently HBO’s Last Week Tonight with John Oliver.

Research Interests

Dr. Amrein-Beardsley's research interests include educational policy, educational measurement, research methods, and more specifically, high-stakes tests and value-added methodologies and systems. She is author of over 50 peer- and editorially-reviewed journal articles and most recently two academic books - one published in 2014 titled "Rethinking Value-Added Models in Education Critical Perspectives on Tests and Assessment-Based Accountability" and the other published in 2016 titled "Student Growth Measures in Policy and Practice: Intended and Unintended Consequences of High-Stakes Teacher Evaluations." Related, she is creator of the blog VAMboozled! She is also the creator and host of an online show titled Inside the Academy during which she interviews and archives the personal and professional histories of some of the most iconic educational researchers in the academy of education.

 

Publications
  • Collins, C., & Amrein-Beardsley, A. Putting growth and value-added models on the map. Teachers College Record (2014).
  • Paufler, N. A., & Amrein-Beardsley, A. In memoriam: Teachers College’s Maxine Greene from Inside the Academy [Commentary]. Teachers College Record (2014).
  • Paufler, N. A., & Amrein-Beardsley, A. The random assignment of students into elementary classrooms: Implications for value-added analyses and interpretations. American Educational Research Journal (2014).
  • Paufler, N. A., Holloway-Libell, J., & Amrein-Beardsley, A. Bridging research, policy, and practice: Voices from Inside the Academy [Commentary]. Teachers College Record (2014).
  • Pivovarova, M., Broatch, J., & Amrein-Beardsley, A. Chetty et al. on the American Statistical Association’s recent position statement on value-added models (VAMs): Five points of contention [Commentary]. Teachers College Record (2014).
  • Amrein-Beardsley, A. Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. (2014).
  • Amrein-Beardsley, A., Barnett, J. H., & Ganesh, T. Seven legitimate apprehensions about evaluating teacher education programs and seven "beyond excuses" imperatives. Teachers College Record (2013).
  • Amrein-Beardsley, A., Collins, C., Polasky, S. A., & Sloat, E. F. Value-added model (VAM) research for educational policy: Framing the issue. Education Policy Analysis Archives (2013).
  • Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. Evaluating teacher evaluation. Colleagues (2013).
  • Amrein-Beardsley, A. Recruiting expert teachers into high-needs schools: Leadership, money, and colleagues. Education Policy Analysis Archives (2012).
  • Amrein-Beardsley, A. Value-added measures in education: The best of the alternatives is simply not good enough. Teachers College Record (2012).
  • Amrein-Beardsley, A. & Barnett, J. It might just take a partnership. Issues in Teacher Education (2012).
  • Amrein-Beardsley, A. & Barnett, J. H. Working with error and uncertainty to increase measurement validity. Educational Assessment, Evaluation and Accountability (2012).
  • Amrein-Beardsley, A. & Collins, C. The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and Unintended Consequences. Education Policy Analysis Archives (2012).
  • Amrein-Beardsley, A. & Haladyna, T. M. Validating a theory-based survey to evaluate teaching effectiveness in higher education. Journal on Excellence in College Teaching (2012).
  • Amrein-Beardsley, A., Zambo, D., Moore, D. W., Buss, R. R., Perry, N. J., Painter, S. R., Carlson, D. L., Foulger, T. S., Olson, K., & Puckett, K. S. Graduates respond to an innovative educational doctorate program. Journal of Research on Leadership in Education (2012).
  • Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. Evaluating teacher evaluation. Phi Delta Kappan (2012).
  • Holloway-Libell, J., Amrein-Beardsley, A., & Collins, C. All hat and no cattle: The value-added approach to educational reform. Educational Leadership (2012).
  • Suzuki, A., Amrein-Beardsley, A., & Perry, N. J. A summer bridge program for under-prepared first-year students: Confidence, community, and re-enrollment. Journal of the First-Year Experience and Students in Transition (2012).
  • . . Review of: Value-added measures in education: What every educator needs to know (Reply to Harris) (2012).
  • Amrein-Beardsley, A. & Osborn Popp, S. Peer observations among faculty in a college of education: Investigating the summative and formative uses of the Reformed Teaching Observation Protocol (RTOP). Educational Assessment, Evaluation and Accountability (2011).
  • Barnett, J. H. & Amrein-Beardsley, A. Actions over credentials: Moving from highly qualified to measurably effective. Teachers College Record (2011).
  • Barnett, J. H. & Amrein-Beardsley, A. Evaluating teacher education programs in the accountability era. Teachers College Record (2011).
  • Foulger, T. S., Amrein-Beardsley, A., & Toth, M. Students’ roles in exposing growing pains: Using the "Dean’s Concerns" to refine hybrid instruction. International Journal of Teaching and Learning in Higher Education (2011).
  • Toth, M., Amrein-Beardsley, A., & Foulger, T. S. Changing delivery methods, changing practices: Exploring instructional practices in face-to-face and hybrid courses. Journal of Online Learning and Teaching (2011).
  • . . Review of: Value-added measures in education: What every educator needs to know (2011).
  • Amrein-Beardsley, A. & Barnett, J. H. The sinking state of public colleges of education: Lessons learned without lifeboats. Action in Teacher Education (2010).
  • Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. Cheating in the first, second, and third degree: Educators' responses to high-stakes testing. Education Policy Analysis Archives (2010).
  • Foulger, T., Amrein-Beardsley, A., Toth, M. I. Students’ roles in exposing growing pains: Using the "Dean’s Concerns" to refine hybrid instruction. International Journal of Teaching and Learning in Higher Education (2010).
  • Toth, M. I., Amrein-Beardsley, A., & Foulger, T. Changing delivery methods, changing practices: Exploring instructional practices in face-to-face and hybrid courses. Journal of Online Learning and Teaching (2010).
  • Amrein-Beardsley, A. "This is Jeopardy''. The Education Digest (2009).
  • Amrein-Beardsley, A. Buyers be-aware: What you don’t know can hurt you. Educational Leadership (2009).
  • Amrein-Beardsley, A. Controlling schools using high-stakes tests: Moral imperatives inspired by Rachel Carson. Teachers College Record (2009).
  • Amrein-Beardsley, A. The unintended, pernicious consequences of staying the course. International Journal of Education Policy and Leadership (2009).
  • Amrein-Beardsley, A. Twilight in the valley of the sun: Evaluating the educational impact of arts and culture programs in Arizona's public schools post-NCLB. Arts Education Policy Review (2009).
  • Amrein-Beardsley, A. & Haladyna, T. Tinkering with the traditional to assess and promote quality instruction: Leaning from a new and unimproved instructional evaluation instrument. Journal of College Teaching and Learning (2009).
  • Carter, H., Amrein-Beardsley, A., & Hansen, C. "So NOT amazing!" Teach For America corps members’ evaluation of their teacher preparation program. Teachers College Record (2009).
  • Haladyna, T., & Amrein-Beardsley, A. Validation of a research-based student survey of instruction. Educational Assessment, Evaluation and Accountability (2009).
  • Amrein-Beardsley, A. "This is Jeopardy:" A veritable potpourri of answers to the assaults on America’s public schools. The School Administrator (2008).
  • Amrein-Beardsley, A. Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher (2008).
  • Toth, M. I., Foulger, T., & Amrein-Beardsley, A. Post-implementation insights about a hybrid degree program. TechTrends (2008).
  • . . Review of: Stop high-stakes testing: An appeal to America's conscience (2008).
  • Amrein-Beardsley, A. Recruiting expert teachers into hard-to-staff schools. The Education Digest (2007).
  • Amrein-Beardsley, A. Recruiting expert teachers into hard-to-staff schools: Recovering student achievement one-step at a time. Phi Delta Kappan (2007).
  • Amrein-Beardsley, A., Foulger, T., & Toth, M. I. Examining the development of a hybrid degree program: Using student and instructor data to inform decision-making. Journal of Research on Technology in Education (2007).
  • Amrein-Beardsley, A. High-stakes tests. Encyclopedia of Measurement and Statistics (2006).
  • Amrein-Beardsley, A. Teacher research informing policy: An analysis of research on highly qualified teaching and NCLB. Essays in Education (2006).
  • Vandervoort, L., Amrein-Beardsley, A, & Berliner, D. C. National Board Certified Teachers and their students' achievement. Education Policy Analysis Archives (2004).
  • Amrein, A. L., & Berliner, D. C. The testing divide: New research on the intended and unintended impact of high-stakes testing. Peer Review (2003).
  • Amrein-Beardsley, A. & Berliner, D. C. Does accountability work?. Education Next (2003).
  • Amrein-Beardsley, A. & Berliner, D. C. The effects of high-stakes testing on student motivation and learning. Educational Leadership (2003).
  • Amrein-Beardsley, A., & Berliner, D. C. Re-analysis of NAEP math and reading scores in states with and without high-stakes tests: Response to Rosenshine. Education Policy Analysis Archives (2003).
  • Amrein, A. L., & Berliner, D. C. High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives (2002).
  • Amrein, A. L., & Peña, R. A. Asymmetry in dual language practice: Assessing imbalance in a program promoting equality. Educational Policy Analysis Archives (2000).
  • . . Review of: Dissecting the family-school connection. Family-school links: How do they affect educational outcomes? (2000).
  • . . Review of: School Choice in the Real World: Lessons from Arizona Charter Schools (2000).
  • . Special issue on parent involvement in the middle schools. (2000).
  • Peña, R. A., & Amrein, A. L. Classroom management and caring. Teaching Education (1999).
  • Peña, R. A., & Amrein, A. L. Effective classroom management starts with an ethic of caring: A primer for school leaders. The International Electronic Journal for Leadership in Learning (1999).
  • Collins, C., & Amrein-Beardsley, A. Putting growth and value-added models on the map: A national overview. Teachers College Record (0).
Research Activity
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)