Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Almost 60 percent of teachers and 45 percent of evaluators agreed the evaluation process takes more effort than the results are worth. → Jiang 2014

Evidence¶

Jiang 2014¶

Jiang, J. (2014). Teacher Evaluation in Practice: Year Two Teacher and Administrator Perceptions of REACH. University of Chicago Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/teacher-evaluation-practice-year-2-teacher-and-administrator-perceptions-reach

q2 · i? · associational · r2

Survey of teachers and evaluators (principals and assistant principals) in the year-two REACH brief. "Almost 60 percent of teachers and 45 percent of evaluators" agreed the process takes more effort than the results are worth; percentages are descriptive with no effect size.

"both teachers and evaluators questioned the effort required by the process, with almost 60 percent of teachers and 45 percent of evaluators agreeing that the evaluation process takes more effort than the results are worth"

Discussion¶

Related Claims¶

• Both teachers and administrators report REACH increased their levels of stress and anxiety — related
• Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation — related
• Teachers and principals remain optimistic about REACH in year two, but teacher satisfaction with the evaluation process declined from year one — related
• Most teachers believe their REACH evaluation relies too heavily on student growth and question the fairness of the growth assessments — related
• Teachers and principals report REACH is changing teaching practice and improving communication and collaboration — related