Three-measure low-stakes educator performance feedback system (CLASS/FFT observations, value-added growth reports, VAL-ED leadership feedback)

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The study provided eight districts resources and support to implement three performance measures: a classroom practice measure "with subsequent feedback sessions conducted four times per year based on a classroom observation rubric" (CLASS or FFT), a student growth measure (value-added scores provided once per year), and a principal leadership measure (VAL-ED) with feedback sessions twice per year. No formal stakes were attached; measures were used to give educators and supervisors information about performance. Schools were randomly assigned to implement the measures or not.

Design Implications

Context

Requirements

• Districts needed data systems sufficient to support value-added analysis
• Feedback sessions with trained observers and printed or online report dissemination

Constraints

• The measures were not used for staffing decisions such as tenure or continued employment, with exceptions in three districts where principal observations counted in official ratings
• Rubric assignment was by district preference, not random, so CLASS/FFT differences cannot be attributed to the observation systems

Target Learners

• Grades 4–8 teachers of reading/ELA and mathematics
• Elementary and middle school principals

Learning Goals

• Improving classroom instructional practice
• Improving principal instructional leadership
• Raising student mathematics and reading achievement

Claims

• Treatment Educators Received More Frequent Feedback [+M]
• Feedback Intervention Improved Practice One Rubric Only [+M]

Related Designs

Examples

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Key Sources

• Garet, M.S., Wayne, A.J., Brown, S., Rickles, J., Song, M., and Manzeske, D. (2017). The Impact of Providing Performance Feedback to Teachers and Principals (NCEE 2018-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee

Page metadata

Field	Value
type	design
id	three-measure-low-stakes-performance-feedback-system
title	Three-measure low-stakes educator performance feedback system (CLASS/FFT observations, value-added growth reports, VAL-ED leadership feedback)
description	The study provided eight districts resources and support to implement three performance measures: a classroom practice measure "with subsequent feedback sessions conducted four times per year based on a classroom obse...
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — garet-2017

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