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Assessing the potential of using value-added estimates of teacher job performance for making tenure decisions*
Dan Goldhaber,Michael Hansen +1 more
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TLDR
This article explore the potential for using value-added models to estimate performance and inform tenure decisions, and find little evidence that the variation of teacher effects change over teacher careers, but strong evidence that prior year estimates of job performance predict student achievement, even when there is a multi-year lag between the two.Abstract:
Reforming teacher tenure is an idea that appears to be gaining traction with the underlying assumption being that one can infer to a reasonable degree how well a teacher will perform over her career based on estimates of her early-career effectiveness. Here we explore the potential for using value-added models to estimate performance and inform tenure decisions. We find little evidence that the variation of teacher effects change over teacher careers, but strong evidence that prior year estimates of job performance predict student achievement, even when there is a multi-year lag between the two.read more
Citations
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The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness. Second Edition.
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The Effect of Evaluation on Teacher Performance
Eric S. Taylor,John H. Tyler +1 more
TL;DR: This paper found that teachers are more productive during the school year when they are being evaluated, but even more productive in the years after evaluation, and that a student taught by a teacher after that teacher has been through the Cincinnati evaluation will score about 10 percent of a standard deviation higher in math than a similar student teacher by the same teacher before the teacher was evaluated.
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The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era
TL;DR: In this paper, the authors describe and analyze the components, processes, and consequences embedded in new teacher evaluation policies in all fifty states, the twenty-five largest school districts, and Washington, DC.
Posted Content
Evaluating Teachers: The Important Role of Value-Added
TL;DR: This article clarified four areas of confusion about value-added methodology and its role in teacher evaluation: use of value added information, consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective, reliability of valueadded measures of teacher performance and standards for evaluations in other fields.
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Using Performance on the Job to Inform Teacher Tenure Decisions
Dan Goldhaber,Michael Hansen +1 more
TL;DR: The notion that some high stakes need to be attached to direct measures of teachers' class-room performance as a control for quality in the work force is gaining traction in public education.
References
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Journal ArticleDOI
Dynamic criteria revisited: a longitudinal study of performance stability and predictive validity
TL;DR: Barrett et al. as mentioned in this paper used weekly performance data from 509 sewing machine operators to determine the degree of performance consistency, potential moderators of consistency, and the stability of predictor-criteria relationships using multiple predictors and criteria.
Posted Content
Education and economic growth: It’s not just going to school, but learning something while there that matters
TL;DR: For instance, this paper used the International Assessment of International Student Assessment (PISA) to measure the average level of cognitive skills of students in 50 countries from 1960 to 2000, more countries over a longer period of time than any previous study.
ReportDOI
Principals as Agents: Subjective Performance Measurement in Education
Brian A. Jacob,Lars Lefgren +1 more
TL;DR: In this paper, the authors compare subjective principal assessments of teachers to the traditional determinants of teacher compensation, education and experience, and another potential compensation mechanism -- value-added measures of teacher effectiveness based on student achievement gains.
The Stability of Value-Added Measures of Teacher Quality and Implications for Teacher Compensation Policy. Brief 4.
TL;DR: Goldhaber and Hansen as discussed by the authors explored the long-run stability of value-added measures and the associated implications for tenure policies and focused on the stability of teacher effect stability over shorter time spans, across school districts, and over test instruments.
Comparison of the Effects of NBPTS Certified Teachers with Other Teachers on the Rate of Student Academic Progress. Final Report.
TL;DR: In this article, the effects of National Board certified teachers on the quality of teaching and student achievement in America's schools were analyzed using end-of-grade mathematics and reading test scores from two large North Carolina school districts.