G2TT
来源类型Publication
Is Effective Teacher Evaluation Sustainable? Evidence from DCPS
Thomas S. Dee; Jessalynn James; James Wyckoff
发表日期2019
出版年2019
语种英语
摘要

Ten years ago, many policymakers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reforms had a mixed record of implementation and efficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not sustain as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools (DCPS). We describe the recent changes to IMPACT which include higher performance standards for lower-performing teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicate that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest teacher evaluation can provide a sustained mechanism for improving the quality of teaching.

主题Federal and State Education Policy
子主题Accountability ; Education Governance ; Teacher Quality
URLhttps://cepa.stanford.edu/content/effective-teacher-evaluation-sustainable-evidence-dcps
来源智库Center for Education Policy Analysis (United States)
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/491874
推荐引用方式
GB/T 7714
Thomas S. Dee,Jessalynn James,James Wyckoff. Is Effective Teacher Evaluation Sustainable? Evidence from DCPS. 2019.
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