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ERIC Number: EJ1355947
Record Type: Journal
Publication Date: 2022
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
EISSN: EISSN-1934-5739
Performance Evaluations as a Measure of Teacher Effectiveness When Implementation Differs: Accounting for Variation across Classrooms, Schools, and Districts
Cowan, James; Goldhaber, Dan; Theobald, Roddy
Journal of Research on Educational Effectiveness, v15 n3 p510-531 2022
We use statewide data from Massachusetts to investigate teacher performance evaluations as a measure of teaching effectiveness. Schools tend to classify most of their teachers as proficient, but we document substantial variation across schools in the extent to which ratings differentiate teachers. Using event study and teacher fixed effects designs, we verify that these patterns are driven by differences in the application of standards rather than differences in the distribution of teacher quality. When we evaluate teachers' movement from schools with greater to lower differentiation in their evaluations using an event study design, we find that the probability of receiving the highest performance rating drops by about 5 percentage points and, at least in the first year, the probability of receiving one of the lowest two ratings drops by 5 percentage points. As a result, even after regression adjustment, teacher evaluation ratings generally provide unreliable predictions of future teacher evaluations after teachers switch schools. These findings suggest that policymakers and researchers should use caution in using performance evaluation ratings to make comparisons between teachers in different contexts.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Grant or Contract Numbers: N/A