A Postmodern Analysis Of The Practice Of Using Value-Added Measures To Determine Teacher Effectiveness

The purpose of this inquiry was to examine how the metanarratives and discourses of scientific management, positivistic science, and managerialism constitute and legitimate the practice of using value-added measures to determine teacher effectiveness. Using a Foucauldian historical, genealogical analysis, this study sought to analyze the work of the founders of the field of education administration and the metanarratives and discourses of scientific management to critique the application of value-added measures in teacher evaluation processes.