ERIC Number: EJ1100448
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Reference Count: 34
Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?
Steinberg, Matthew P.; Garrett, Rachel
Educational Evaluation and Policy Analysis, v38 n2 p293-317 Jun 2016
As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based. Using data from the Measures of Effective Teaching study, we explore the extent to which classroom composition influences measured teacher performance based on classroom observation scores. The context in which teachers work--most notably, the incoming academic performance of their students--plays a critical role in determining teachers' measured performance. Furthermore, the intentional sorting of teachers to students has a significant influence on measured performance. Implications for high-stakes teacher accountability policies are discussed.
Descriptors: Classroom Environment, Teacher Evaluation, Classroom Observation Techniques, Observation, Accountability, Scores, Teacher Effectiveness, Academic Achievement, Performance Based Assessment, Teacher Characteristics, Teacher Student Relationship, Educational Practices, Educational Policy, Elementary Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Intermediate Grades; Elementary Education; Middle Schools; Junior High Schools; Secondary Education; High Schools; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver); Florida; New York (New York); North Carolina (Charlotte); Tennessee (Memphis); Texas (Dallas)