Why focus on Measures of Performance to improve Teacher Evaluation?
Research has shown that it takes multiple sources of information to provide a fair and accurate understanding of a teacher’s performance, and that evaluations based on multiple measures are more likely to be reliable and predictive.1 Common elements of an evaluation using multiple measures might include formal observations; measures of students’ academic growth, including on state assessments; and student survey data.
State performance on Measures of Performance for Teacher Evaluation
Of the elements included in evaluation systems, we find that states generally rely heavily on observations, and have significantly decreased the use of any other sources of evidence, particularly those tied to quantitative measures of student learning.
NCTQ evaluates whether states are effectively using this policy lever by examining whether their teacher evaluation system incorporates measures of student growth, permits student surveys, and requires annual observations. Explore the key actions below to learn more about how each state is implementing policies to improve Teacher Evaluation. (NCTQ does not currently assign rankings to states for this policy area.)
Who stands out?
What are the key actions states should take?
Key Resources
State of the States 2022: Teacher and Principal Evaluation Policies
Explore NCTQ’s comprehensive analysis of state teacher and principal evaluation policies.
Rural teacher evaluation system shows promising results for students struggling in math
Learn more about how evaluation systems can improve outcomes in rural areas.
References
- Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46(3), 587-613; Taylor, E. S., & Tyler, J. H. (2012); Cantrell, S. & Kane, T. J. (2013). Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project’s Three-Year Study. Seattle, WA: Bill & Melinda Gates Foundation, Policy and Practice Brief, Measures of Effective Teaching project.
- Teachers who influence students’ academic achievement make an impact on students that extends beyond their short-term achievement, influencing, for example, students’ likelihood of pursuing postsecondary education and later earnings. See, for instance: Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633-79; Jackson, C. K. (2012). Non-cognitive ability, test scores, and teacher quality: Evidence from 9th grade teachers in North Carolina (Working Paper No. 18624). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w18624.
- Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying effective classroom practices using student achievement data. Journal of Human Resources, 46(3), 587-613; Taylor, E. S., & Tyler, J. H. (2012); Cantrell, S. & Kane, T. J. (2013). Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project’s Three-Year Study. Seattle, WA: Bill & Melinda Gates Foundation, Policy and Practice Brief, Measures of Effective Teaching project.
- Holston, S. (2020, November 9). Evaluating teachers during the pandemic. National Council on Teacher Quality. https://www.nctq.org/blog/Evaluating-teachers-during-the-pandemic; Nittler, K. & Saenz-Armstrong, P. (2020, May 1). Teacher evaluations and support during COVID-19 closures. National Council on Teacher Quality. https://www.nctq.org/blog/Teacher-evaluations-and-support-during-COVID–19-closures.
- Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011); Marsh, J. A., Bush-Mecenas, S., Strunk, K. O., Lincove, J. A. & Huguet, A. (2017). Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539–570; Stecher, B. M., Garet, M. S., Hamilton, L. S., Steiner, E. D., Robyn A., Poirier, J., Holtzman, D. J., Fulbeck, E. S., Chambers, J., & Brodziak de los Reyes, I. (2016). Improving Teaching Effectiveness: Implementation: The Intensive Partnerships for Effective Teaching Through 2013–2014. RAND Corporation. Retrieved from:https://www.rand.org/pubs/research_reports/RR1295.html; Strunk, K. O., Weinstein, T. L., & Makkonen, R. (2014). Sorting Out the Signal: Do Multiple Measures of Teachers’ Effectiveness Provide Consistent Information to Teachers and Principals? Education Policy Analysis Archives, 22(100), As of May 11, 2018: http://www.redalyc.org/html/2750/275031898100; Taylor, E. S. & Tyler, J. H. (2012).
- Tuma, A. P., Hamilton, L. S., & Tsai, T. (2018). How Do Teachers Perceive Feedback and Evaluation Systems?: Findings from the American Teacher Panel. RAND Corporation. Retrieved from: https://www.rand.org/pubs/research_briefs/RB10023.html.
- Teachers who influence students’ academic achievement make an impact on students that extends beyond their short-term achievement, influencing, for example, students’ likelihood of pursuing postsecondary education and later earnings. See, for instance: Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers II: Teacher value-added and student outcomes in adulthood. American Economic Review, 104(9), 2633-79; Jackson, C. K. (2012). Non-cognitive ability, test scores, and teacher quality: Evidence from 9th grade teachers in North Carolina (Working Paper No. 18624). Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w18624.