Teacher evaluations and pupil achievement: Evidence from classroom observations
This 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.
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Working Paper Series
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- Jesse Rothstein, 2010.
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The Quarterly Journal of Economics,
Oxford University Press, vol. 125(1), pages 175-214.
- Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
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- 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 267-271, May.
- 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 256-260, 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.
- 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.
- 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.
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