Both teachers and administrators report REACH increased their levels of stress and anxiety¶

Claim · All claims
Evidence · 2 studies (3 entries) · 2 associational r1–r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Slightly fewer than four of five teachers and more than two of three administrators agreed REACH increased their stress and anxiety. → Sporte 2016 q2 i? Over half of teachers and over 40 percent of administrators agreed the evaluation process takes more effort than the results are worth. → Sporte 2016 (2)

q2 i? Seventy-nine percent of teachers reported the evaluation process increased their stress and anxiety, and a similar proportion of principals agreed teachers felt more stress. → Jiang 2014

Evidence¶

Sporte 2016¶

Sporte, S.E., & Jiang, J.Y. (2016). Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Chicago, IL: University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation

q2 · i? · associational · r1

Summary section reporting Year 3 survey results from the MVMS teacher survey and Consortium Administrator Survey on self-reported stress and anxiety attributable to the evaluation process.

"Slightly fewer than four out of every five teachers agreed REACH has increased their levels of stress and anxiety and more than two out of three of administrators agreed that REACH had increased their own levels of stress."

Sporte 2016 (2)¶

Sporte, S.E., & Jiang, J.Y. (2016). Teacher Evaluation in Practice: Year 3 Teacher and Administrator Perceptions of REACH. Chicago, IL: University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation

q2 · i? · associational · r2

Year 3 survey findings (Figure 7) on perceived cost-benefit of the evaluation process for teachers and administrators in CPS.

"over half of teachers and over 40 percent of administrators agreed or strongly agreed the evaluation process takes more effort than the results are worth"

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 · r?

Teacher and principal survey responses in the year-two REACH brief. "The large majority of teachers (79 percent)" reported increased stress and anxiety, with principals concurring at a similar proportion; no effect size is printed.

"The large majority of teachers (79 percent) reported that the evaluation process had increased their levels of stress and anxiety. A similar proportion of principals agreed teachers felt more stress as a result of the new system"

Discussion¶

Related Claims¶

• Majorities of teachers and evaluators question the effort required by REACH, saying it takes more effort than the results are worth — related
• Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation — related