The U.S. Department of Education (USED) has just released the long-anticipated final regulations for teacher preparation (TP) program accountability. These regulations will guide states, which are required to design their own systems for assessing TP program performance for full implementation in 2018-19. The earliest year in which stakes (namely, eligibility for federal grants) will be attached to the ratings is 2021-22.
Among the provisions receiving attention is the softening of the requirement regarding the use of test-based productivity measures, such as value-added and other growth models (see Goldhaber et al. 2013; Mihaly et al. 2013; Koedel et al. 2015). Specifically, the final regulations allow greater “flexibility” in how and how much these indicators must count toward final ratings. For the reasons that Cory Koedel and I laid out in this piece (and I will not reiterate here), this is a wise decision. Although it is possible that value-added estimates will eventually play a significant role in these TP program accountability systems, the USED timeline provides insufficient time for the requisite empirical groundwork.
Yet this does not resolve the issues facing those who must design these systems, since putting partial brakes on value-added for TP programs also puts increased focus on the other measures which might be used to gauge program performance. And, as is often the case with formal accountability systems, the non-test-based bench is not particularly deep.