Would a Value-Added System of Retention Improve the Distribution of Teacher Quality? A Simulation of Alternative Policies

Autor/inn/en	Winters, Marcus A.; Cowen, Joshua M.
Titel	Would a Value-Added System of Retention Improve the Distribution of Teacher Quality? A Simulation of Alternative Policies
Quelle	In: Journal of Policy Analysis and Management, 32 (2013) 3, S.634-654 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21705
Schlagwörter	Simulation; Educational Policy; Policy Analysis; Teacher Effectiveness; Teacher Persistence; Improvement Programs; Educational Improvement; Teacher Evaluation; Personnel Policy; Merit Rating; Public School Teachers; Performance Factors + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Politics of education; Bildungspolitik; Politikfeldanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Effizienzsteigerung; Teaching improvement; Unterrichtsentwicklung; Teacher appraisal; Lehrerbeurteilung; Personalpolitik; Analytische Arbeitsbewertung; Leistungsindikator
Abstract	In this paper, we consider several features of teacher-retention policies based on value-added measures of effectiveness under a variety of empirically grounded rules and parameters. We consider the effects of policy design by varying the standard above which satisfactory teachers are expected to perform. We simulate recently adopted policies that remove teachers based on consecutive unsatisfactory performance and compare these to policies that remove teachers based on poor performance on average over a multiyear period. We also consider the precision of the performance measure and the underlying variation in teacher quality on policy effects. Finally, the simulation makes a step forward by incorporating recent empirical findings of a relationship between teacher quality and natural attrition from the profession. Our results indicate that deselection policies based on value-added measures have the potential to improve teacher quality, although understanding the role of policy design, self-selected exits, and the underlying variation in teacher quality is essential for determining policy effects. (Contains 6 tables, 2 figures, and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10