ERIC Number: EJ1278401
Record Type: Journal
Publication Date: 2021-Jan
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: N/A
An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship with Students' College-Going Outcomes
Hughes, Rodney; Dahlin, Lauren; Tucci, Tara
Educational Policy, v35 n1 p131-158 Jan 2021
In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges.
Descriptors: Teacher Evaluation, Evaluation Methods, Teacher Effectiveness, Outcomes of Education, Correlation, High School Teachers, High School Graduates, Public Schools, Graduation Rate, Enrollment Rate, Selective Admission, College Attendance
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania (Pittsburgh)
Grant or Contract Numbers: N/A