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ERIC Number: ED207229
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
The J. R. Syndrome: Administrator Bias in Teacher Evaluation. Publication Number 80.51.
Christner, C. A.
To test for possible biases in school administrators' evaluations of staff members, researchers analyzed all evaluations of teachers and first-year professionals (teachers, librarians, counselors, and others) in the Austin (Texas) Independent School District for the three school years 1977-1980. Variables tested include evaluatee's sex, ethnicity, instructional level, teaching experience, contractual status, and highest degree held, as well as evaluator's sex and ethnic status. Despite nearly annual changes in the evaluation forms, including a switch to competency-based forms, analyses of the ratings revealed similar evaluation trends in all three years. Males, blacks, secondary-level teachers and other professionals, inexperienced teachers, and those with bachelor's degrees and less permanent contracts consistently received lower ratings. Evaluators in different sex or ethnic groups varied from year-to-year in awarding higher ratings. These results indicate the need to consider possible rater biases in the development, implementation, and use of teacher evaluation systems. Appended to the paper are copies of the five different teacher and professional evaluation forms used in the three-year period. (Author/RW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers: Austin Independent School District TX
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981). Figure 1, Attachments 1-5 may be marginally legible due to small print.