The Unintended Consequences of VAM

Excluding Latinx Social Studies Topics

Bibliographic Data

ID9729446
AuthorsMyrna Santiago (0000-0002-4701-3445, University of Washington, Seattle, USA), Hana Kang (0000-0001-8681-8804, University of Colorado Colorado Springs, Colorado Springs, USA, corresponding author)
Year2023
Volume55
Issue8
Pages975-995
Publication date2023-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245221106712
OpenAlexW4283529106
LanguageEN
Citations received2
References cited27

Using the nonparametric Mann–Whitney U-Test to analyze 128 survey responses from K-12 teachers, this paper considers how value-added measures (VAM) impact educators’ decisions to include Latinx topics in their social studies lessons. The authors found that VAM teachers are more likely to rely on district/state curriculum standards whereas non-VAM teachers rely on curriculum resources to incorporate Latinx topics. When compared to non-VAM teachers, VAM teachers cover less Latinx content when it does not align with the standards, but higher coverage when the topics do align. The findings suggest that VAM can restrict teachers from implementing a diverse curriculum

Curriculum · Mathematics education · Nonparametric statistics · Pedagogy · Political science · Social studies · Sociology · Statistics · Test (biology · Unintended consequences · Value (mathematics · Educator Training and Historical Pedagogy · Mathematics · Psychology · School Choice and Performance · Teacher Education and Leadership Studies

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