Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions

Goldhaber, Dan; Hansen, Michael Rygaard

doi:10.1037/e722262011-001

Cited by 22 publications

(28 citation statements)

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“…They find large differences across quartiles-students with teachers in the top quartile gained 10 percentile points more than those assigned to teachers in the bottom quartile, about half the national BlackWhite achievement gap-and conclude that using data on student performance to identify and selectively retain teachers could yield large benefits for student achievement. Goldhaber and Hansen (2009) draw similar conclusions in their analysis of data from North Carolina.…”

Section: Prior Literaturesupporting

confidence: 56%

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Rockoff¹,

Speroni

2011

Labour Economics

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A substantial literature documents large variation in teacher effectiveness at raising student achievement, providing motivation to identify highly effective and ineffective teachers early in their careers. Using data from New York City public schools, we estimate whether subjective evaluations of teacher effectiveness have predictive power for the achievement gains made by teachers' future students. We find that these subjective evaluations have substantial power, comparable with and complementary to objective measures of teacher effectiveness taken from a teacher's first year in the classroom.

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Section: Prior Literaturesupporting

confidence: 56%

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Rockoff¹,

Speroni

2011

Labour Economics

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“…Assuming that improved teacher performance measures can be adopted, much of the discussion regarding what to do with those measures has focused on selective dismissal. Predictions of the net gain of selective dismissal and retention are mixed (Gordon, Kane, and Staiger 2006;Goldhaber and Hansen 2010;Hanushek 2011) and empirical evidence is very rare. One exception is a recent experimental study by Rockoff et al (2012) where principals in the treatment group were given objective student test score-based ratings of teachers.…”

Section: Related Literature and Mechanismsmentioning

confidence: 99%

The Effect of Evaluation on Teacher Performance

Taylor

Tyler

2012

American Economic Review

284

220

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Teacher performance evaluation has become a dominant theme in school reform efforts. Yet, whether evaluation changes the performance of teachers, the focus of this paper, is unknown. Instead, evaluation has largely been studied as an input to selective dismissal decisions. We study mid-career teachers for whom we observe an objective measure of productivity—value-added to student achievement—before, during, and after evaluation. We find teachers are more productive in post-evaluation years, with the largest improvements among teachers performing relatively poorly ex-ante. The results suggest teachers can gain information from evaluation and subsequently develop new skills, increase long-run effort, or both.

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“…Another issue is teacher experience. Goldhaber and Hansen () find that there is considerable overlap in the distributions of teacher quality across experience levels. They show that there are many highly experienced teachers who do not perform as well as novice teachers in the classroom, which implies that the simple fact that teachers improve with experience is insufficient to draw conclusions about whether it is desirable to retain teachers by backloading compensation.…”

mentioning

confidence: 99%

Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality

Koedel¹,

Podgursky²,

Shi³

2013

J. Pol. Anal. Manage.

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Teacher pension systems concentrate retirements within a narrow range of the career cycle by penalizing individuals who separate too soon or remain employed too long. The penalties result in the retention of some teachers who would otherwise choose to leave, and the premature exit of some teachers who would otherwise choose to stay. We examine the link between teachers’ pension incentives and workforce quality and find no evidence to suggest that the incentives raise quality. Given the large and growing costs associated with maintaining teacher pension systems, and the lack of evidence regarding their efficacy, experimentation by traditional and charter schools with alternative retirement benefit structures would be useful.

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Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions

Cited by 22 publications

References 0 publications

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

The Effect of Evaluation on Teacher Performance

Teacher Pension Systems, the Composition of the Teaching Workforce, and Teacher Quality

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