The Unintended Consequences of VAM: Excluding Latinx Social Studies Topics

Autor/inn/en	Santiago, Maribel; Kang, Hana
Titel	The Unintended Consequences of VAM: Excluding Latinx Social Studies Topics
Quelle	In: Education and Urban Society, 55 (2023) 8, S.975-995 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santiago, Maribel) ORCID (Kang, Hana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245221106712
Schlagwörter	Social Studies; Value Added Models; Social Justice; Hispanic American Culture; Hispanic Americans; Academic Standards; Curriculum; Alignment (Education); Curriculum Implementation; Barriers; Accountability; Teacher Evaluation; Standardized Tests; Teacher Responsibility; California (Los Angeles); New York; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Soziale Gerechtigkeit; Hispanistik; Hispanic; Hispanoamerikaner; Curricula; Lehrplan; Rahmenplan; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Standadised tests; Standardisierter Test; Lehrverpflichtung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01