Texas's Performance
Ungraded
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 Texas is implementing Measures of Performance policies.
Why does this matter?
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.
What are the key actions Texas
should take?
See what this exemplar is doing in this policy area:
Key Resources
State of the States 2022: Teacher and Principal Evaluation Policies
Explore NCTQ’s comprehensive analysis of state teacher and principal evaluation policies.
Explore resource
Rural teacher evaluation system shows promising results for students struggling in math
Learn more about how evaluation systems can improve outcomes in rural areas.
Explore resource
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.
- 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.