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ERIC Number: EJ1359349
Record Type: Journal
Publication Date: 2022
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0017-8055
EISSN: EISSN-1943-5045
Teacher Evaluation for Growth and Accountability: Under What Conditions Does It Improve Student Outcomes?
Liebowitz, David D.
Harvard Educational Review, v92 n4 p533-565 Win 2022
Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers' skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully balancing the accountability and growth dimensions of teacher evaluation. He details six conditions that determine whether joint-aim teacher evaluation policies will improve student outcomes and assesses the extent to which they are likely to be met given the causal evidence from the education, economics, social psychology, and management research literatures. The article concludes with recommendations to more clearly delineate the accountability and growth aims of teacher evaluation.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A