Carla Evans is actively engaged with projects that support districts and states in designing and implementing assessment and accountability reforms. She has been intricately involved in New Hampshire’s Performance Assessment of Competency Education (PACE) initiative with a focus on the technical quality and evaluation of that pilot program.
Carla’s research focuses on the impacts and implementation of assessment and accountability policies on teaching and learning. Carla is interested in policy research related to innovative assessment and accountability systems, competency-based education, performance-based assessments, and teacher/teacher preparation program effectiveness initiatives.
Carla has published numerous articles in peer-reviewed journals and regularly presents her research at the American Educational Research Association (AERA), Northeastern Educational Research Association (NERA), and New England Educational Research Organization (NEERO).
Carla received a Ph.D. from the University of New Hampshire with a concentration in Assessment, Evaluation, and Policy. She was awarded numerous honors, including: AERA Division H’s Outstanding Dissertation Award, UNH Dissertation Year Fellowship, UNH Graduate Research Assistantships, and UNH Education Department Outstanding Graduate Student Paper Award. Carla was also nominated and selected to participate in the AERA David L. Clark National Graduate Student Research Seminar in Educational Administration and Policy while she was a graduate student. Carla began her career as an elementary classroom teacher for almost a decade.
Recent and Relevant Publications
Evans, C.M., & Lyons, S. (2017). Comparability in balanced assessment systems for state accountability. Educational Measurement: Issues and Practice. Educational Measurement: Issues and Practice. Available from: Evans & Lyons 2017
Evans, C.M. (2017). The predictive validity and impact of CAEP Standard 3.2: Results from one master’s-level teacher preparation program. Journal of Teacher Education. Available from: Evans 2017
Evans, C. M. & Caines, J. (2016). Value-added assessment of U.S. teacher preparation programs: A critical evaluation. Assessment in Education: Principles, Policy, & Practice, 1–21. Available from: Evans & Caines, 2016
Reagan, E. M., Schram, T., McCurdy, K., Chang, T., & Evans, C. M. (2016). Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA.Educational Policy Analysis Archives, 24 (13). Available from: Reagan et al 2016
Evans, C. M., Caines, J. & Thompson, W. C. (2016). First, do no harm?: A framework for ethical decision-making in teacher evaluation. In K. K. Hewitt & A. Amrein-Beardsley (Eds.), Student growth measures in policy and practice: Intended and unintended consequences of high-stakes teacher evaluations (pp. 169-188). New York, NY: Palgrave Macmillan. Available from: Evans, Caines, Thompson 2016
DeMitchell, T. A. & Evans, C. M. (2016, November 3). Book review of Mark A. Paige’s book, Building a Better Teacher: Understanding Value-Added Models in the Law of Teacher Evaluations. Education Law Reporter, 334, 660-667. Available from: DeMitchell & Evans, 2016