Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
| Policymakers | 1 |
Location
| Colorado | 2 |
| Connecticut | 2 |
| Florida | 2 |
| Louisiana | 2 |
| Massachusetts | 2 |
| Michigan | 2 |
| New Jersey | 2 |
| New York | 2 |
| Oregon | 2 |
| Rhode Island | 2 |
| Tennessee | 2 |
| More ▼ | |
Laws, Policies, & Programs
| Race to the Top | 2 |
| Debra P v Turlington | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textBaker, Bruce D.; Oluwole, Joseph O.; Green, Preston C., III – Education Policy Analysis Archives, 2013
In this article, we explain how overly prescriptive, rigid state statutory and regulatory policy frameworks regarding teacher evaluation, tenure and employment decisions outstrip the statistical reliability and validity of proposed measures of teaching effectiveness. We begin with a discussion of the emergence of highly prescriptive state…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Teacher Employment, Tenure
Jackson, Stephen; Remer, Casey – Hunt Institute, 2014
Until recently, states focused on ensuring the presence of a "highly qualified teacher" in every classroom. Under the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), known as No Child Left Behind (NCLB), this title described a teacher holding at least a bachelor's degree and the appropriate state license and…
Descriptors: Best Practices, Teacher Evaluation, Educational Opportunities, Teacher Qualifications
