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The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect

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Student Growth Measures in Policy and Practice

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Abstract

The use of student growth models (SGMs) to manage quality in the teacher workforce has been a divisive issue in teacher education policy during recent years. This chapter offers expert opinion, based on teacher research, on the prominence and utility of SGMs for education policy in the future. The author argues the direct use of SGMs in high-stakes decisions for teachers is unlikely to expand or gain any prominence in the future, due to limitations in practicality, research, and public opposition. Instead, the author claims, this impasse over the direct use of SGMs presents an opportunity to explore indirect uses of SGMs, and the reasons for optimism about these indirect uses are compelling. The author encourages further thought and experimentation around these indirect uses of SGMs.

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Author information

Authors and Affiliations

  1. Brookings Institution, Washington, DC, USA

    Michael Hansen

Authors
  1. Michael Hansen
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Editor information

Editors and Affiliations

  1. University of North Carolina at Greensboro, Greensboro, North Carolina, USA

    Kimberly Kappler Hewitt

  2. Arizona State University , Tempe, Arizona, USA

    Audrey Amrein-Beardsley

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Hansen, M. (2016). The Future of Student Growth Models in Managing the Teacher Workforce: Less Direct, More Indirect. In: Kappler Hewitt, K., Amrein-Beardsley, A. (eds) Student Growth Measures in Policy and Practice. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-53901-4_10

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  • DOI: https://doi.org/10.1057/978-1-137-53901-4_10

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-53900-7

  • Online ISBN: 978-1-137-53901-4

  • eBook Packages: EducationEducation (R0)

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