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The Efficiency Implications of Using Proportional Evaluations to Shape the Teaching Workforce

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Abstract

We examine the efficiency implications of imposing proportionality in teacher evaluation systems. Proportional evaluations force comparisons to be between equally-circumstanced teachers. We contrast proportional evaluations with global evaluations, which compare teachers to each other regardless of teaching circumstance. We consider a policy where administrators use the ratings from the evaluation system to help shape the teaching workforce, and define efficiency in terms of student achievement. Our analysis indicates that proportionality can be imposed in teacher evaluation systems without efficiency costs under a wide range of evaluation and estimation conditions. Proportionality is efficiency-enhancing in some cases. These findings are notable given that proportional teacher evaluations offer a number of other policy benefits.

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File URL: http://economics.missouri.edu/working-papers/2014/WP1402_koedel.pdf
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Bibliographic Info

Paper provided by Department of Economics, University of Missouri in its series Working Papers with number 1402.

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Length: 43 pgs.
Date of creation: 09 Jan 2014
Date of revision:
Handle: RePEc:umc:wpaper:1402

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Keywords: teacher evaluation; evaluation systems; proportional evaluations; value-added;

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  1. Gadi Barlevy & Derek Neal, 2011. "Pay for Percentile," NBER Working Papers 17194, National Bureau of Economic Research, Inc.
  2. Cory Koedel & Mark Ehlert & Eric Parsons & Michael Podgursky, 2012. "Selecting Growth Measures for School and Teacher Evaluations," Working Papers 1210, Department of Economics, University of Missouri.
  3. Schotter, Andrew & Weigelt, Keith, 1992. "Asymmetric Tournaments, Equal Opportunity Laws, and Affirmative Action: Some Experimental Results," The Quarterly Journal of Economics, MIT Press, vol. 107(2), pages 511-39, May.
  4. Cory Koedel & Jason A. Grissom & Shawn Ni & Michael Podgursky, 2011. "Pension-Induced Rigidities in the Labor Market for School Leaders," CESifo Working Paper Series 3605, CESifo Group Munich.
  5. Stacy, Brian & Guarino, Cassandra & Reckase, Mark D. & Wooldridge, Jeffrey M., 2013. "Does the Precision and Stability of Value-Added Estimates of Teacher Performance Depend on the Types of Students They Serve?," IZA Discussion Papers 7676, Institute for the Study of Labor (IZA).
  6. Cory Koedel & Julian Betts, 2009. "Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique," Working Papers 0902, Department of Economics, University of Missouri.
  7. Eric Isenberg & Jeffrey Max & Philip Gleason & Liz Potamites & Robert Santillano & Heinrich Hock & Michael Hansen, 2013. "Access to Effective Teaching for Disadvantaged Students," Mathematica Policy Research Reports 7942, Mathematica Policy Research.
  8. 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.
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  11. Cory Koedel & Julian Betts, 2007. "Re-Examining the Role of Teacher Quality In the Educational Production Function," Working Papers 0708, Department of Economics, University of Missouri.
  12. Thomas S. Dee, 2001. "Teachers, Race and Student Achievement in a Randomized Experiment," NBER Working Papers 8432, National Bureau of Economic Research, Inc.
  13. Sass, Tim R. & Semykina, Anastasia & Harris, Douglas N., 2014. "Value-added models and the measurement of teacher productivity," Economics of Education Review, Elsevier, vol. 38(C), pages 9-23.
  14. Dan Goldhaber & Duncan Chaplin, 2012. "Assessing the 'Rothstein Falsification Test': Does it Really Show Teacher Value-Added Models Are Biased?," Mathematica Policy Research Reports 7330, Mathematica Policy Research.
  15. Sass, Tim R. & Hannaway, Jane & Xu, Zeyu & Figlio, David N. & Feng, Li, 2012. "Value added of teachers in high-poverty schools and lower poverty schools," Journal of Urban Economics, Elsevier, vol. 72(2), pages 104-122.
  16. 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.
  17. Thomas Dee & James Wyckoff, 2013. "Incentives, Selection, and Teacher Performance: Evidence from IMPACT," NBER Working Papers 19529, National Bureau of Economic Research, Inc.
  18. Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2012. "Measuring Test Measurement Error: A General Approach," NBER Working Papers 18010, National Bureau of Economic Research, Inc.
  19. Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
  20. Jason A. Grissom & Lael R. Keiser, 2011. "A supervisor like me: Race, representation, and the satisfaction and turnover decisions of public sector employees," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 30(3), pages 557-580, 06.
  21. 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.
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