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ERIC Number: ED537431
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 15
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Do Different Value-Added Models Tell Us the Same Things? What We Know Series: Value-Added Methods and Applications. Knowledge Brief 4
Goldhaber, Dan; Theobald, Roddy
Carnegie Foundation for the Advancement of Teaching
There are good reasons for re-thinking teacher evaluation. Evaluation systems in most school districts appear to be far from rigorous. A recent study showed that more than 99 percent of teachers in a number of districts were rated "satisfactory," which does not comport with empirical evidence that teachers differ substantially from each other in terms of their effectiveness. Likewise, the ratings do not reflect the assessment of the teacher workforce by administrators, other teachers, or students. Evaluation systems that fail to recognize the true differences that are known to exist among teachers greatly hamper the ability of school leaders and policymakers to make informed decisions about such matters as which teachers to hire, what teachers to help, which teachers to promote, and which teachers to dismiss. Thus it is encouraging that policymakers are developing more rigorous evaluation systems, many of which are partly based on student test scores. Yet while the idea of using student test scores for teacher evaluations may be conceptually appealing, there is no universally accepted methodology for translating student growth into a measure of teacher performance. In this brief, the authors review what is known about how measures that use student growth align with one another, and what that agreement or disagreement might mean for policy. (Contains 3 tables and 44 endnotes.)
Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Carnegie Foundation for the Advancement of Teaching
IES Cited: ED544797