Matthew Ryan Lavery
Biographic Data
| ID | 1606067 |
|---|---|
| NAME | Matthew Ryan Lavery |
| GIVEN NAMES | Matthew Ryan |
| FAMILY NAME | Lavery |
| SIGNATURE | LAVERY M R |
| AFFILIATIONS | South Carolina Department of Education |
| ORCID | 0000-0002-4208-7277 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A validation review of the SAT and ACT for college and university admissions decisions
In response to a call for research on using the SATs and ACTs for U.S.-based college and university admissions, researchers systematically interrogated the literature surrounding both tests, using a framework for validity evidence built upon the Standards of Educational and Psychological Testing and Kane’s contemporary view of validity. Authors of the 72 peer-reviewed articles selected for this review provided mixed validity evidence. Results ind…
Evaluating the validity evidence surrounding use of value-added models to evaluate teachers: A systematic review
Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In this systematic review, we used a framework built on the Standards of Educational and Psychological Test…
Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act
Background/Context The Race to the Top federal initiatives and requirements surrounding waivers of No Child Left Behind promoted expanded use of value-added models (VAMs) to evaluate teachers. Even after passage of the Every Student Succeeds Act (ESSA) relaxed these requirements, allowing more flexibility and local control, many states and districts continue to use VAMs in teacher evaluation systems, suggesting that they consider VAMs a valid mea…
Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners' Achievement in Linguistically Diverse Classrooms
Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners' (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six te…
Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners' Achievement in Linguistically Diverse Classrooms
Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners' (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six te…
Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners' Achievement in Linguistically Diverse Classrooms
Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners' (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six te…
Value-Added Model (VAM) Scholars on Using VAMs for Teacher Evaluation After the Passage of the Every Student Succeeds Act
Background/Context The Race to the Top federal initiatives and requirements surrounding waivers of No Child Left Behind promoted expanded use of value-added models (VAMs) to evaluate teachers. Even after passage of the Every Student Succeeds Act (ESSA) relaxed these requirements, allowing more flexibility and local control, many states and districts continue to use VAMs in teacher evaluation systems, suggesting that they consider VAMs a valid mea…
Evaluating the validity evidence surrounding use of value-added models to evaluate teachers: A systematic review
Local education agencies (LEAs) continue to use value-added models (VAMs) for teacher evaluation policies and purposes, often with consequences attached. Although the Every Student Succeeds Act (ESSA) provides more flexibility to LEAs, few have discontinued VAM use, suggesting they interpret VAMs as a valid measure of teacher effectiveness. In this systematic review, we used a framework built on the Standards of Educational and Psychological Test…
A validation review of the SAT and ACT for college and university admissions decisions
In response to a call for research on using the SATs and ACTs for U.S.-based college and university admissions, researchers systematically interrogated the literature surrounding both tests, using a framework for validity evidence built upon the Standards of Educational and Psychological Testing and Kane’s contemporary view of validity. Authors of the 72 peer-reviewed articles selected for this review provided mixed validity evidence. Results ind…
Psychology (4 works) · Computer Science (2 works) · Educational Assessment and Improvement (2 works) · Mathematics education (2 works) · Political science (2 works) · School Choice and Performance (2 works) · Teacher Education and Leadership Studies (2 works) · Business (1 works) · Certification (1 works) · Economics (1 works)