Search in:
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 more than 60 peer- and editorially reviewed journal articles and two academic books - one published in 2014 titled "Rethinking Value-Added Models in Education Critical Perspectives on Tests and Assessment-Based Accountability" (here) and the other published in 2016 titled "Student Growth Measures in Policy and Practice: Intended and Unintended Consequences of High-Stakes Teacher Evaluations" (here). 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 (here).
Professor Amrein-Beardsley's research focuses on the use of value-added models (VAMs) in and across states before and 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 VAM-based system output. Her research centers on two questions:
- What are the intended and unintended consequences of such test-based educational policies when realized in practice?
- How are key educational and psychological measurement concepts (e.g., reliability and validity) interpreted and at play in both policy and practice?
Professor Amrein-Beardsley is also the creator of the blog VAMboozled!, now with approximately 43,000 subscribers. She is also 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. Followers of this internet-based show include approximately 2,000 viewers per month from all over the world.
Education:
- Ph.D. Educational Leadership and Policy Studies, Emphasis Research Methods, Arizona State University 2002
- M.Ed. Educational Leadership and Policy Studies, Emphasis Leadership and Administration, Arizona State University 1998
- B.A. Education, Mathematics and Spanish, University of Arizona 1993
Research Website URL:
Google Scholar URL:
Research Interests:
Guiding Research Questions:
- What are the intended and unintended consequences of such test-based educational policies when realized in practice?
- How are key educational and psychological measurement concepts (e.g., reliability and validity) interpreted and at play in both policy and practice?
Current Research Project:
Dr. Amrein-Beardsley is researching the use of value-added models (VAMs) in and across states prior and 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:
*Selected Publications (see CV for full list)
-
Sloat, E., Amrein-Beardsley, A., & Sabo, K. E. (2017). Examining the factor structure underlying the TAP System for Teacher and Student Advancement. AERA Open, 3(4), 1-
18. doi:10.1177/2332858417735526 Retrieved from here. -
Amrein-Beardsley, A., & Holloway, J. (2017). Value-added models for teacher evaluation and accountability: Commonsense assumptions. Educational Policy, 1-27. doi:10.1177/0895904817719519
-
Amrein-Beardsley, A., Lawton, K., & Ronan, K. (2017). An elusive policy imperative: Data and methodological challenges when using growth in student achievement to evaluate teacher education programs' "value-added." Teaching Education, 28(3), 296-316. doi:10.1080/10476210.2017.1296828
-
Kappler Hewitt, K., & Amrein-Beardsley, A. (Eds.). (2016). Student growth measures in policy and practice: Intended and unintended consequences of high-stakes teacher evaluations. Basingstoke, UK: Palgrave Macmillan.
-
Pivovarova, M., Amrein-Beardsley, A., & Broatch, J. (2016). Value-added models (VAMs): Caveat emptor. Statistics and Public Policy, 3(1), 1-10. doi:10.1080/2330443X.2016.1164641 Retrieved from here.
-
Amrein-Beardsley, A., Holloway-Libell, J., Montana Cirell, A., Hays, A., & Chapman, K. (2015). "Rational" observational systems of educational accountability and reform. Practical Assessment, Research and Evaluation (PARE), 20(17). Retrieved from here.
-
Amrein-Beardsley, A. (2014). Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. New York, NY: Routledge.
-
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
-
Collins, C., & Amrein-Beardsley, A. (2014). Putting growth and value-added models on the map: A national overview. Teachers College Record, 16(1). Retrieved from: http://www.tcrecord.org/Content.asp?ContentId=17291
-
Amrein-Beardsley, A., & Collins, C. (2012). The SAS Education Value-Added Assessment System (SAS® EVAAS®) in the Houston Independent School District (HISD): Intended and unintended consequences. Education Policy Analysis Archives, 20(12). doi:10.14507/epaa.v20n12.2012 Retrieved from here.
-
Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. (2010). Cheating in the first, second, and third degree: Educators' responses to high-stakes testing. Education Policy Analysis Archives, 18(14). doi:10.14507/epaa.v18n14.2010 Retrieved from here.
-
Amrein-Beardsley, A. (2008). Methodological concerns about the Education Value-Added Assessment System (EVAAS). Educational Researcher, 37(2), 65-75.
-
Amrein, A. L., & Berliner, D. C. (2002). High-stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). doi:10.14507/epaa.v10n18.2002 Retrieved from here.
| Summer 2021 | |
|---|---|
| Course Number | Course Title |
| TEL 710 | Innov Disseminating Res |
| TEL 780 | Practicum |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Spring 2021 | |
|---|---|
| Course Number | Course Title |
| TEL 710 | Innov Disseminating Res |
| TEL 780 | Practicum |
| DCI 784 | Internship |
| EPA 784 | Internship |
| TEL 792 | Research |
| EPA 792 | Research |
| DCI 792 | Research |
| DCI 799 | Dissertation |
| EPA 799 | Dissertation |
| Fall 2020 | |
|---|---|
| Course Number | Course Title |
| COE 691 | Seminar |
| EPA 790 | Reading and Conference |
| TEL 792 | Research |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Summer 2020 | |
|---|---|
| Course Number | Course Title |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Spring 2020 | |
|---|---|
| Course Number | Course Title |
| EPA 691 | Seminar |
| EPA 784 | Internship |
| DCI 784 | Internship |
| EPA 792 | Research |
| DCI 792 | Research |
| EPA 799 | Dissertation |
| DCI 799 | Dissertation |
| Fall 2019 | |
|---|---|
| Course Number | Course Title |
| EPA 790 | Reading and Conference |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Summer 2019 | |
|---|---|
| Course Number | Course Title |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Spring 2019 | |
|---|---|
| Course Number | Course Title |
| EPA 691 | Seminar |
| EPA 784 | Internship |
| DCI 784 | Internship |
| EPA 792 | Research |
| DCI 792 | Research |
| EPA 799 | Dissertation |
| DCI 799 | Dissertation |
| Fall 2018 | |
|---|---|
| Course Number | Course Title |
| EPA 691 | Seminar |
| EPA 790 | Reading and Conference |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Summer 2018 | |
|---|---|
| Course Number | Course Title |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Spring 2018 | |
|---|---|
| Course Number | Course Title |
| EPA 691 | Seminar |
| EPA 784 | Internship |
| DCI 784 | Internship |
| EPA 792 | Research |
| DCI 792 | Research |
| EPA 799 | Dissertation |
| DCI 799 | Dissertation |
| Fall 2017 | |
|---|---|
| Course Number | Course Title |
| EPA 691 | Seminar |
| TEL 701 | Advanced Quantitative Methods |
| EPA 790 | Reading and Conference |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Summer 2017 | |
|---|---|
| Course Number | Course Title |
| EPA 792 | Research |
| EPA 799 | Dissertation |
| Spring 2017 | |
|---|---|
| Course Number | Course Title |
| TEL 701 | Advanced Quantitative Methods |
| DCI 784 | Internship |
| EPA 784 | Internship |
| DCI 792 | Research |
| EPA 792 | Research |
| DCI 799 | Dissertation |
| EPA 799 | Dissertation |
| Fall 2016 | |
|---|---|
| Course Number | Course Title |
| EPA 598 | Special Topics |
| TEL 701 | Advanced Quantitative Methods |
| EPA 792 | Research |
| EPA 799 | Dissertation |
Presentations:
*Selected Presentations (most recent two years; see CV for full list)
- Amrein-Beardsley, A. (2018). Public intellectuals and alternative modes of knowledge production. Presidential session presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.
- Geiger, T. J., & Amrein-Beardsley, A. (2018). Student perception surveys for K-12 teacher evaluation: A survey of surveys. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.
- Close, K., Amrein-Beardsley, A., & Collins, C. (2018). A national overview of teacher evaluation systems post the passage of the Every Student Succeeds Act (ESSA). Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.
- Geiger, T. J., & Amrein-Beardsley, A. (2018). New Mexico's value-added model (VAM) in court: An examination of reliability, validity, and bias. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.
- Sloat, E., & Amrein-Beardsley, A. (2018). Examining the factor structure underlying the TAP System for Teacher and Student Advancement. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), New York, NY.
- Amrein-Beardsley, A. (2017). How do scholars bring research to bear in the debates over public education, and what are we learning about this work? Panel, Coordinated Committee Meeting, American Educational Research Association, Washington DC.
- Amrein-Beardsley, A. (2017). High-stakes tests for student- and teacher-level accountability. Nevada Committee on Education, Regarding Nevada's Educator Performance Framework and AB 212. Nevada State Capitol, Carson City, NV.
- Sowl, S., Collins, C., & Amrein-Beardsley, A. (2017). Teaching and learning to enhance evaluation practices: Striving to optimize student learning outcomes by blending evaluation theory and application. Paper presented at the Annual Meeting of American Evaluation Association (AEA), Washington, D.C.
- Amrein-Beardsley, A. (2017). Global perspectives on market-based teacher accountability policies and practices. Symposium presented at the annual convention of the American Educational Research Association (AERA), San Antonio, TX.
- Amrein-Beardsley, A. (2017). Key teacher evaluation/accountability system components: Using diverse methods to inform practice and policy. Symposium presented at the annual convention of the American Educational Research Association (AERA), San Antonio, TX.
- Amrein-Beardsley, A., & Close, K. (2017). Teacher value-added systems "at issue" across US courts: Critical measurement issues. Paper presented at the annual convention of the American Educational Research Association (AERA), San Antonio, TX.
- Amrein-Beardsley, A., & Geiger, T. J. (2017). Potential sources of invalidity when using value-added estimates: Artificial inflation, deflation, and conflation. Paper presented at the annual convention of the American Educational Research Association (AERA), San Antonio, TX.
- Geiger, T. J., & Amrein-Beardsley, A. (2017). The Education Value-Added Assessment System (EVAAS): Methodological issues, and implications for policy and practicality. Paper presented at the annual convention of the American Educational Research Association (AERA), San Antonio, TX.
- Lavery, M. R., Hahs-Vaughn, D., Sivo, S. A., Bai, H., & Amrein-Beardsley, A. (2017). A priori analysis of error rates in value added models. Paper presented at the annual convention of the American Educational Research Association (AERA), San Antonio, TX.
Honors / Awards:
*Selected Honors/Awards (see CV for full list)
-
2015, Outstanding Integration of Scholarship and Service Award, Mary Lou Fulton Teachers College - Arizona State University (ASU)
-
2015, Fellow in the Arizona State University (ASU) Leadership Academy (LA) within the Global Institute of Sustainability and the Office of Knowledge and Enterprise Development (OKED).
-
2014, College faculty honored/highlighted in the new ASU Charter video. This video includes a "comprehensive document focusing the university's mission on the inclusion and success of all its students, and on a fundamental social responsibility to the communities ASU serves." Retrieved from here.
-
2011-2014, Ranked as one of three education professors at ASU in the top 1% (2oo/2o,ooo) edu-scholars in the nation, honored in Education Week for being university-based academics who are contributing most substantially to public debates about America's public education system [ranked 118/121 for 2011; 136/168 for 2012, 175/200 for 2013].
-
2011, Best Paper Award - The effect of the Education Value-Added Assessment System (EVAAS) on teaching practices and the profession, Arizona Educational Research Organization (AERO)
-
2011, Featured Speaker - US Education Senate Committee, Invited to speak about the intended and unintended effects of the SAS® Education Value-Added Assessment System (EVAAS®). Invited with Linda Darling-Hammond (Stanford), Ed Haertel (Stanford), & Jesse Rothstein (UC Berkeley).
-
2010, Awarded Tenure as ASU Presidential Exemplar
-
2003, Best Article in an Electronic Journal for 2002, American Educational Research Association (AERA), Article: High-stakes testing, uncertainty, and student learning.
Editorships:
- 2016-present, Lead Editor - Education Policy Analysis Archives (EPAA)
- 2013-present, Editorial Review Board - Journal of Teacher Education (JTE)
- 2017-present, Editorial Review Board - Taboo: The Journal of Culture and Education
- 2013-2015, Associate Editor - Education Policy Analysis Archives (EPAA)
- 2016-2017, Editorial Review Board - Journal of Research on Organization in Education
Professional Associations:
- American Educational Research Association (AERA)
- American Evaluation Association (AEA)
Graduate Faculties / Mentoring History:
*See CV for full list
Work History:
- Professor, 2016-present, Arizona State University, Mary Lou Fulton Teachers College
- Learning Sciences Institute Faculty Affiliate
- School of Public Affairs Faculty Affiliate
- Center for the Arts and Science of Teaching Affiliate
- Associate Professor, 2010-2016, Arizona State University, Mary Lou Fulton Teachers College
- Assistant Professor, 2004-2010, Arizona State University, Mary Lou Fulton Teachers College
Service:
*Selected Professional Service (see CV for full list, including college- and university-level service)
-
2017-present, Member - Technical Advisory Committee (TAC) on Arizona's A-F School Letter Grade System
Arizona State School Board Association -
2017-2020, Committee Member - Annual Meeting Policies and Procedures Committee of the American Educational Research Association (AERA)
-
2017-present, Committee Member - AERA Division L: Social Media Committee
-
2015, Contributor - AERA Council. (2015). AERA statement on use of value-added models (VAM) for the evaluation of educators and educator preparation programs. Educational Researcher, 44(8), 1-5. doi:10.3102/0013189X15618385 Retrieved from here.
-
2011-present, Consulting and pro bono work with law teams associated with the Houston Federation of Teachers (HFT), the American Federation of Teachers (AFT), the National Education Association (NEA), and others (e.g., individual teachers), on lawsuits regarding teachers being evaluated and impacted by the (mis)use of VAMs in states including New Mexico, New York, Tennessee, and Texas. Work, also, with the amicus brief pertaining to "Vergara v. California" in Los Angeles.
-
2004-present, Manuscript reviewer for various peer-reviewed journals including, but not limited to: American Educational Research Journal (AERJ), Journal of Educational Measurement (JEM), Curriculum Inquiry (CI), Educational Evaluation and Policy Analysis (EEPA), Educational Researcher (ER), Journal of Teacher Education (JTE), and Teachers College Record (TCR).