ERIC Number: EJ1020215
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: N/A
Reforming Again: Now Teachers
Marx, Ronald W.
Teachers College Record, v116 n1 2014
Background: Educational reform responds to local and national pressures to improve educational outcomes, and reform efforts cycle as similar pressures recur. Currently, reform efforts focus on teachers, even though confidence in a host of American social institutions is dropping. One of the most widespread reforms regarding teachers is the creation of state laws and regulations that require high-stakes evaluation, often using value-added models or related approaches to measuring growth in student learning. Purpose: This article discusses the papers in this special issue of Teachers College Record, drawing implications for teacher evaluation practice and policy, along with possible changes in the demand for teacher education and the teacher labor market. Conclusions: The articles in this special issue of Teachers College Record address the use of emerging high-stakes teacher evaluation regulations and draw implications for policy and practice. All papers address limitations in the reliability and validity of these systems and the impacts that such shortcoming might have on teachers and students. In addition, there could be major impacts on the teacher labor market with implications for the sustained effectiveness of America's schools.
Descriptors: State Policy, Teacher Supply and Demand, Teacher Evaluation, Teacher Effectiveness, High Stakes Tests, Achievement Gains, Educational Change
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Publication Type: Reports - Descriptive; Journal Articles
Education Level: Elementary Secondary Education
Authoring Institution: N/A