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ERIC Number: ED520726
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 40
Abstractor: ERIC
Reference Count: 78
Challenges in Evaluating Special Education Teachers and English Language Learner Specialists. Research & Policy Brief
Holdheide, Lynn R.; Goe, Laura; Croft, Andrew; Reschly, Daniel J.
National Comprehensive Center for Teacher Quality
Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address the challenges in accurately measuring achievement growth for their students, and connect that growth to teacher effects. Questions arise as to how these interdependent foci may vary for at-risk populations and how evaluation systems should best reflect this variation. The purpose of this Research & Policy Brief is to inform discussion of these issues. (Contains 4 figures and 6 tables.)
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality
Identifiers - Location: Alabama; California; Colorado; District of Columbia; Florida; Massachusetts; Ohio; Texas
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Individuals with Disabilities Education Act