There is a longstanding debate over how to evaluate teachers. Various models of teacher evaluation tools including observations, teaching artifacts, or frequent walkthroughs, provide evidence of daily classroom performance. Although there are questions on the most efficient means by which to complete evaluations, most agree evaluative tools must…

School districts are currently faced with the challenge of implementing teacher evaluation systems that accurately measure and grow effectiveness while simultaneously increasing academic performance among all student populations. The ability to provide a fair and accurate measure of teacher performance is central to Dallas Independent School…

When employees expect evaluation and performance incentives will continue (or begin) in the future, the potential future rewards create an incentive to invest in relevant skills today. Because skills benefit job performance, the effects of evaluation can persist after the rewards end or even anticipate the start of rewards. I provide empirical…

In 2012, New Jersey implemented a broad change to the teacher evaluation system with the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act which identified the Marzano Causal Teacher evaluation system as one of the prescribe models for districts to adopt. This system provides a more differentiated teacher…

In 2012, New York education officials and the state's teachers union announced one of the nation's most aggressive programs for teacher and principal evaluation--the Annual Professional Performance Review system (APPR)--which required that 40% of an educator's evaluation be based on student growth, using a combination of the state assessment and…

The present study aimed to examine an effective mathematics teacher's qualifications from the perspectives of secondary school students. The study was a qualitative one carried out with the descriptive model. The study was carried out with 40 students from all the four class grades of a secondary school (10 students from each class grade) in…

Student assessment nonparticipation (or opt out) has increased substantially in K-12 schools in states across the country. This increase in opt out has the potential to impact achievement and growth (or value-added) measures used for educator and institutional accountability. In this simulation study, we investigated the extent to which…

This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the "eMINTS Comprehensive Program," referred to as "eMINTS" in this report, on student achievement. The strong influence of teachers on student outcomes, as well as the variation in teacher effectiveness, has led…

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

This quantitative study reviews the impact on student achievement following professional development on the principles of formative assessment. The study compared mathematics and reading performance data from student populations with teachers who received training in formative assessment to performance data from student populations with teachers…

This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the "eMINTS Comprehensive Program," referred to as "eMINTS" in this report, on student achievement. The strong influence of teachers on student outcomes, as well as the variation in teacher effectiveness, has led…

This What Works Clearinghouse (WWC) report, part of the WWC's Teacher Excellence topic area, explores the effects of the "eMINTS Comprehensive Program," referred to as "eMINTS" in this report, on student achievement. The "eMINTS Comprehensive Program" aims to help teachers improve their practice and the outcomes of…

Education Policy Innovation Collaborative (EPIC) partnered with the Michigan Department of Education (MDE) to conduct a multi-year study of Michigan's implementation of competency-based education in K-12 schools. This mixed-methods study seeks to investigate the implementation and effectiveness of CBE using data from surveys administered to 21j…

Student Growth Percentiles (SGPs) are increasingly being used in evaluations of teacher effectiveness. This study investigates two properties of SGPs: 1) SGP sensitivity to reference group characteristics such as sample size, free and reduced lunch (FRL) status, and English language learner (ELL) status; and 2) variation in score changes across…

In an influential paper, Jesse Rothstein (2010) shows that standard value-added models (VAMs) suggest implausible and large future teacher effects on past student achievement. This is the basis of a falsification test that "appears" to indicate bias in typical VAM estimates of teacher contributions to student learning on standardized…