ERIC Number: ED301928
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Improving the Quality of Student Outcome Data Used in Career Ladder Promotion Decisions.
Brandt, Richard M.
Incentive pay plans for teachers are either planned or underway in 37 states; at least 10 states tie improvements in student performance to teacher evaluation criteria. Legislatures and school boards have mandated these criteria despite educational researchers' and test specialists' warnings concerning teachers' incomplete control over learning, lack of appropriate and valid measures, a wide variety of teaching assignments preventing common testing instruments, and varying student abilities and backgrounds. Since politicians and lay leaders remain unconvinced by these arguments, educators have taken at least two approaches: (1) standardized tests of basic skills; and (2) specific learning objectives aligned with selected measures. The Danville, Virginia, program uses student outcome data relevant to specific teaching objectives and other sources to judge career ladder candidates' teaching effectiveness. A previous paper discussed the nature of student outcome measures used during the study's first year. The present paper describes and assesses (1) the effectiveness of improvement efforts concerning instructional objectives cited in career ladder promotion plans; (2) measures used to gather student outcome data; and (3) data collection, scoring, and interpretation procedures followed in the Danville program. Out of 162 district learning goals, the vast majority (142) are cognitive in nature, and only 20 goals are either affective or behavioral. Results show local cumulative and published cumulative tests as more appropriate for assessing major year-long objectives. Results for administrating and scoring measures are complex and discussed at length. Included are several figures and six references. (MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).