The definition of educator effectiveness is being redefined by econometric modeling to evidence student achievement on standardized tests. While the reasons that econometric frameworks are in vogue are many, it is clear that the strength of such models lie in the quantifiable evidence of student learning. Current accountability models frame accountability in terms of educator effectiveness through student achievement as edunomic outputs. There have been three phases of edunomic outputs, with the unit of analysis ranging from broad, institutional data to individual teachers and students. This trend for using quantitative outcomes in educational accountability is buoyed by a shifting perspective of accountability informed from those inside the profession to a definition shaped by external perspectives defined by econometric models. Educator accountability is evolving into a political accountability policy (McDonnell, 1994) as education witnesses a transition from professional to political accountability models. Educators must continue to problematize the outputs measurement for effectiveness to include broader forms of student achievement and find ways to refine measurements in econometric models for political accountability that speak to student achievement informed by professional judgment. 


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