Teacher evaluations and pupil achievement: Evidence from classroom observations
AbstractThis paper investigates the relationship between teacher evaluations, conducted by trained evaluators, and pupil performance in primary education in a large city in the Netherlands. Teacher evaluations are based on a detailed rubric containing 75 classroom practices considered to be crucial for effective teaching. We obtain a set of estimates that suggests that the score on this rubric significantly predicts pupil performance gains. Estimated test score gains are in the order of 0.4 standard deviations in math and grammar if a pupil is assigned to a teacher from the top quartile instead of the bottom quartile of the distribution of the evaluation rubric. These are relatively large differences in pupil outcomes, suggesting that evaluations based on the rubric measure teacher practices that matter for pupil performance. This suggests that the rubric seems to have potential for teacher evaluations and teacher effort.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by CPB Netherlands Bureau for Economic Policy Analysis in its series CPB Discussion Paper with number 230.
Date of creation: Jan 2013
Date of revision:
Find related papers by JEL classification:
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-02-08 (All new papers)
- NEP-EDU-2013-02-08 (Education)
- NEP-EFF-2013-02-08 (Efficiency & Productivity)
- NEP-HRM-2013-02-08 (Human Capital & Human Resource Management)
- NEP-URE-2013-02-08 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Jesse Rothstein, 2010.
"Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement,"
The Quarterly Journal of Economics,
MIT Press, vol. 125(1), pages 175-214, February.
- Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
- Douglas O. Staiger & Jonah E. Rockoff, 2010. "Searching for Effective Teachers with Imperfect Information," Journal of Economic Perspectives, American Economic Association, vol. 24(3), pages 97-118, Summer.
- Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2010. "Identifying Effective Classroom Practices Using Student Achievement Data," NBER Working Papers 15803, National Bureau of Economic Research, Inc.
- Daniel Aaronson & Lisa Barrow & William Sander, 2002.
"Teachers and student achievement in the Chicago public high schools,"
Working Paper Series
WP-02-28, Federal Reserve Bank of Chicago.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
- Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
- Eric S. Taylor & John H. Tyler, 2011. "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers," NBER Working Papers 16877, National Bureau of Economic Research, Inc.
- John H. Tyler & Eric S. Taylor & Thomas J. Kane & Amy L. Wooten, 2010. "Using Student Performance Data to Identify Effective Classroom Practices," American Economic Review, American Economic Association, vol. 100(2), pages 256-60, May.
- Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
- Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2011. "Identifying Effective Classroom Practices Using Student Achievement Data," Journal of Human Resources, University of Wisconsin Press, vol. 46(3), pages 587-613.
- Eric A. Hanushek & Steven G. Rivkin, 2010. "Generalizations about Using Value-Added Measures of Teacher Quality," American Economic Review, American Economic Association, vol. 100(2), pages 267-71, May.
- Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
- Jonah E. Rockoff & Cecilia Speroni, 2010. "Subjective and Objective Evaluations of Teacher Effectiveness," American Economic Review, American Economic Association, vol. 100(2), pages 261-66, May.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.