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Evaluating Schools and Teachers Based On Student Performance

Author

Listed:
  • Richard D. Bingham

    (Cleveland State University)

  • John S. Heywood

    (University of Wisconsin-Milwaukee)

  • Sammis B. White

    (University of Wisconsin-Milwaukee)

Abstract

As urban school systems continue to fail large segments of the school-age population, there has been an increasing concern with accountability. A major question has been: Can teachers be held accountable for the academic achievement of students? This article describes an empirical test of a method of evaluating schools and teachers based on the performance of students on standardized achievement tests. The research indicates that teachers can be evaluated using this method of predicting student performance and comparing it with actual outcomes.

Suggested Citation

  • Richard D. Bingham & John S. Heywood & Sammis B. White, 1991. "Evaluating Schools and Teachers Based On Student Performance," Evaluation Review, , vol. 15(2), pages 191-218, April.
    • Handle: RePEc:sae:evarev:v:15:y:1991:i:2:p:191-218
    DOI: 10.1177/0193841X9101500203
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    References listed on IDEAS

    as
    1. Donald R. Winkler, 1975. "Educational Achievement and School Peer Group Composition," Journal of Human Resources, University of Wisconsin Press, vol. 10(2), pages 189-204.
    2. Richard J. Murnane & Barbara R. Phillips, 1981. "What Do Effective Teachers of Inner-City Children have in Common?," Mathematica Policy Research Reports b0614b2fa4ae4eae82cec19fb, Mathematica Policy Research.
    3. Amemiya, Takeshi, 1981. "Qualitative Response Models: A Survey," Journal of Economic Literature, American Economic Association, vol. 19(4), pages 1483-1536, December.
    4. Hanushek, Eric, 1971. "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data," American Economic Review, American Economic Association, vol. 61(2), pages 280-288, May.
    Full references (including those not matched with items on IDEAS)

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