Using Performance on the Job to Inform Teacher Tenure Decisions. Brief 10

Autor/inn/en	Goldhaber, Dan; Hansen, Michael
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	Using Performance on the Job to Inform Teacher Tenure Decisions. Brief 10
Quelle	(2010), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Tenure; Job Performance; Academic Achievement; Elementary School Teachers; Prediction; Computation; Models; Educational Policy; North Carolina + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Amtszeit; Beschäftigungsdauer; Work performance; Arbeitsleistung; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Vorhersage; Analogiemodell; Politics of education; Bildungspolitik
Abstract	In recent months a number of states, such as Tennessee, have considered tying teacher evaluations and tenure to student achievement as part of their Race to the Top plans. This research brief evaluates how well early-career performance signals teacher effectiveness after tenure. The brief presents selected findings from a larger study using North Carolina data that examines the stability of value-added model (VAM) estimates and their value in predicting student achievement. This research has important implications for policies relying on VAM estimates to control teacher quality in the workforce, given that a degree of stability of teacher performance over time is implicitly assumed. (Contains 1 table, 2 figures and 12 notes.) [The paper on which this brief is based was presented at the annual meeting of the American Economic Association in Atlanta, Georgia, in January 2010. It, along with other papers presented in the session "Implicit Measurement of Teacher Quality," is published in "The American Economic Review 100(2)", May 2010.] (ERIC).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10