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ERIC Number: ED536005
Record Type: Non-Journal
Publication Date: 2012-Sep
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Research-Based Options for Education Policymaking: Teacher Evaluation
Mathis, William
National Education Policy Center
Teachers are important, and policies mandating high-stakes evaluations of teachers are at the forefront of popular school reforms. Today's dominant approach labels teachers as effective or ineffective based in large part on a statistical analysis of students' test-score performance. Teachers judged effective are rewarded, and those found ineffective are sanctioned. While such "summative" evaluations can be useful, lawmakers should be wary of approaches based in large part on test scores: the error in the measurements is large--which results in many teachers being incorrectly labeled as effective or ineffective; relevant test scores are not available for the students taught by most teachers, given that only certain grade levels and subject areas are tested; and the incentives created by high-stakes use of test scores drive undesirable teaching practices such as curriculum narrowing and teaching to the test. This paper presents key research points and advice for policymakers. (Contains 23 notes and references.)
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, National Education Policy Center