Eight early-adopting districts use alternative measures of teacher effectiveness in evaluation or performance-related compensation systems¶

Claim · All claims
Evidence · 1 study · associational r1 · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Eight early-adopting school districts have been using alternative measures for teacher evaluations or performance-related compensation systems. → Brian Gill 2014

Evidence¶

Brian Gill 2014¶

Brian Gill, Brittany English, Joshua Furgeson, Moira McCullough. (2014). Alternative Student Growth Measures for Teacher Evaluation: Profiles of Early-Adopting Districts (Executive Summary). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://www.mathematica.org/publications/alternative-student-growth-measures-for-teacher-evaluation-profiles-of-early-adopting-districts-executive-summary

q1 · i? · associational · r1

Descriptive profile study by REL Mid-Atlantic of eight early-adopting districts, as stated in the executive summary: the study "looks at eight districts that have been using alternative measures" in evaluation or compensation. No effect sizes are reported in the summary.

"This REL Mid-Atlantic study looks at eight districts that have been using alternative measures for teacher evaluations or performance-related compensation systems."

Discussion¶

Related Claims¶

• Early-adopting districts used alternative student growth measures alongside other measures in formal teacher evaluations — possibly the same claim (merge candidate)
• Alternative student growth measures, especially student learning objectives, were used for many purposes beyond teacher evaluation — related
• Evidence on reliability and validity of alternative student growth measures, especially student learning objectives, is limited — related
• Educator evaluation systems combine student growth measures with other performance measures such as classroom observation scores to identify highest- and lowest-performing teachers — related
• Districts implemented most components of the performance-based compensation system throughout all four years, but fewer than half planned to keep offering performance bonuses once the grant ended — related
• Evaluation systems including alternative student growth measures showed a wider range of teacher performance than previous systems lacking growth measures — related