Pennsylvania teacher evaluation pilot dataset¶
Product or Programme · All products and programmes
Evidence · 8 claims (5 for, 3 mixed) · 6 studies (5 associational, 1 design),q1–q3· 1 of 6 report an effect size · 7 claims rest on one study
Description¶
A dataset covering teacher-observation and value-added evaluation measures for 6,676 teachers across 269 Pennsylvania districts during the 2012–2013 pilot and comparison period, assembled for the Pennsylvania teacher-evaluation pilot.
Components¶
- Pennsylvania teacher evaluation pilot dataset covering 6,676 teachers in 269 districts across two school years: The report analyzed pilot data on two teacher performance measures: the observation-based FFT and value-added measures based on student test scores. The data cover "6,676 teachers from 269 districts in the state of Pennsylvania, including Pittsburgh public schools", spanning the 2012-2013 school year with comparison data from 2011-2012 from a previous pilot phase. (Stephen Lipscomb et al. (2015))
Claims¶
- Rating distributions and FFT-VAM relationships were broadly similar across the two pilot phases, though top-two-category ratings decreased somewhat in Pittsburgh [+W]
- FFT scores showed acceptable-to-good internal consistency, with the overall PPR score more internally consistent than any single domain score [+W]
- FFT-based teacher ratings in Pennsylvania's pilot were overwhelmingly concentrated in the top two performance categories, with less than 0.1 percent rated failing [+W]
- FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant [+W]
- Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot [+W]
- Low observation scores are even more concentrated in high-poverty schools than low value-added scores [~W]
- Observation scores are modestly positively associated with individual value-added (adjusted correlation 0.349) but only weakly associated with performance tasks (0.108) and school-wide literacy value-added (0.119) [~W]
- Observation scores have a stronger relationship with school characteristics such as poverty than value-added scores [~W]
Related Products and Programmes¶
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Key Sources¶
- Stephen Lipscomb, Jeffrey Terziev, Duncan Chaplin. (2015). Measuring Teachers' Effectiveness: A Report from Phase 3 of Pennsylvania's Pilot of the Framework for Teaching. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-teachers-effectiveness-a-report-from-phase-3-of-pennsylvanias-pilot-of-the-framework
Page metadata
| Field | Value |
|---|---|
type |
product |
id |
pennsylvania-teacher-evaluation-pilot-dataset |
title |
Pennsylvania teacher evaluation pilot dataset |
description |
A dataset covering teacher-observation and value-added evaluation measures for 6,676 teachers across 269 Pennsylvania districts during the 2012–2013 pilot and comparison period, assembled for the Pennsylvania teacher-evaluation pilot. |
status |
review |
moved_from |
element/pennsylvania-fft-pilot-dataset-6676-teachers |
product_kind |
dataset |
generated |
by process:sweep-kinds on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2015 |
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