Evaluating teacher evaluation

Phi Delta Kappan

Volumn 93, Issue 6, 2012, Pages 8-15

  Darling Hammond, Linda ^a   Amrein Beardsley, Audrey ^b   Haertel, Edward ^a   Rothstein, Jesse ^c  

^a STANFORD UNIVERSITY   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84857383178     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172171209300603     Document Type: Article

References (26)

1. Amrein-Beardsley, A. & Collins, C. (In press). The SAS education value-added assessment system (EVAAS): Its intended and unintended effects in a major urban school system. Tempe, AZ: Arizona State University.
2. Bill & Melinda Gates Foundation. (2010). Learning about teaching: Initial findings from the Measures of Effective Teaching Project. misctextSeattle, WA: /misctextAuthor.
3. Braun, H. (2005). Using student progress to evaluate teachers: A primer on value-added models. Princeton, NJ: Educational Testing Service.
4. Briggs, D. & Domingue, B. (2011). Due diligence and the evaluation of teachers: A review of the value-added analysis underlying the effectiveness rankings of Los Angeles Unified School District teachers by the Los Angeles Times. Boulder, CO: National Education Policy Center.
5. Carrell, S. & West, J. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, 118 (3).
6. Darling-Hammond, L. & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
7. Goddard, Y. & Goddard, R.D. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109 (4), 877-896.
8. Jackson, C.K. & Bruegmann, E. (2009). Teaching students and teaching each other: The importance of peer learning for teachers. Washington, DC: National Bureau of Economic Research.
9. Lockwood, J., McCaffrey, D., Hamilton, L., Stetcher, B., Le, V.N., & Martinez, J. (2007). The sensitivity of value-added teacher effect estimates to different mathematics achievement measures. Journal of Educational Measurement, 44 (1), 47-67.
10. Milanowski, A. (2004). The relationship between teacher performance evaluation scores and student achievement: Evidence from Cincinnati. Peabody Journal of Education, 79 (4), 33-53.
11. Milanowski, A., Kimball, S.M., & White, B. (2004). The relationship between standards-based teacher evaluation scores and student achievement. Madison, WI: University of Wisconsin-Madison, Consortium for Policy Research in Education.
12. National Commission on Teaching and America's Future. (1996). What matters most: Teaching for America's future. New, NY: Author.
13. National Research Council, Board on Testing and Assessment. (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: National Academies Press.
14. National Research Council, Board on Testing and Assessment. (2009). Letter report to the U.S. Department of Education. Washington, DC: Author.
15. Newton, X., Darling-Hammond, L., Haertel, E., & Thomas, E. (2010). Value-added modeling of teacher effectiveness: An exploration of stability across models and contexts. Educational Policy Analysis Archives, 18 (23).
16. Packard, R. & Dereshiwsky, M. (1991). Final quantitative assessment of the Arizona career ladder pilot-test project. Flagstaff, AZ: Northern Arizona University.
17. Rockoff, J. & Speroni, C. (2010). Subjective and objective evaluations of teacher effectiveness. New York, NY: Columbia University.
18. Rothstein, J. (2007). Do value-added models add value? Tracking, fixed effects, and causal inference. CEPS Working Paper No. 159. Cambridge, MA: National Bureau of Economic Research.
19. Rothstein, J. (2010). Teacher quality in educational production: tracking, decay, and student achievement. Quarterly Journal of Economics, 125 (1), 175-214.
20. Rothstein, J. (2011). Review of "Learning about teaching: Initial findings from the Measures of Effective Teaching Project." Boulder, CO: National Education Policy Center.
21. Sass, T. (2008). The stability of value-added measures of teacher quality and implications for teacher compensation policy. Washington DC: CALDER.
22. Solomon, L., White, J.T., Cohen, D., & Woo, D. (2007). The effectiveness of the Teacher Advancement Program. Washington, DC: National Institute for Excellence in Teaching.
23. Springer, M., Ballou, D., Hamilton, L., Le, V., Lockwood, V., McCaffrey, D., Pepper, M., & Stecher, B. (2010). Teacher pay for performance: Experimental evidence from the Project on Incentives in Teaching. Nashville, TN: National Center on Performance Incentives.
24. Taylor, E. & Tyler, J. (2011, March). The effect of evaluation on performance: Evidence of longitudinal student achievement data of mid-career teachers. Working Paper No. 16877. Cambridge MA: National Bureau of Economic Research.
25. Van Lier, P. (2008). Learning from Ohio's best teachers: A homegrown model to improve our schools. Policy Matters Ohio. www.policymattersohio.org/learning-from-ohios-best-teachers-a-homegrown-model-to-improve-our-schools
26. Wilson, M, Hallam, P., Pecheone, R., & Moss, P. (2011). Investigating the validity of portfolio assessments of beginning teachers: Relationships with student achievement and tests of teacher knowledge. Berkeley, CA: Berkeley Evaluation, Assessment, and Research Center.