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Skills, productivity and the evaluation of teacher performance

  • Harris, Douglas N.
  • Sass, Tim R.

We examine the relationships between observational ratings of teacher performance, principals’ evaluations of teachers’ cognitive and non-cognitive skills and test-score based measures of teachers’ productivity. We find that principals can distinguish between high and low performing teachers, but the overall correlation between principal ratings of teachers and teachers’ value-added contribution to student achievement is modest. The variation across metrics occurs in part because they are capturing different traits. While past teacher value-added predicts future value-added, principals’ subjective ratings can provide additional information, particularly when prior value-added measures are based on a single year of teacher performance.

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Article provided by Elsevier in its journal Economics of Education Review.

Volume (Year): 40 (2014)
Issue (Month): C ()
Pages: 183-204

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Handle: RePEc:eee:ecoedu:v:40:y:2014:i:c:p:183-204
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  15. Daniel F. McCaffrey & Tim R. Sass & J. R. Lockwood & Kata Mihaly, 2009. "The Intertemporal Variability of Teacher Effect Estimates," Education Finance and Policy, MIT Press, vol. 4(4), pages 572-606, October.
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  23. repec:mpr:mprres:7330 is not listed on IDEAS
  24. Rockoff, Jonah E. & Speroni, Cecilia, 2011. "Subjective and objective evaluations of teacher effectiveness: Evidence from New York City," Labour Economics, Elsevier, vol. 18(5), pages 687-696, October.
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