Sorting through Performance Evaluations: The Influence of Performance Evaluation Reform on Teacher Attrition and Mobility

Autor/inn/en	Rodriguez, Luis A.; Swain, Walker A.; Springer, Matthew G.
Titel	Sorting through Performance Evaluations: The Influence of Performance Evaluation Reform on Teacher Attrition and Mobility
Quelle	In: American Educational Research Journal, 57 (2020) 6, S.2339-2377 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Luis A.) ORCID (Springer, Matthew G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831220910989
Schlagwörter	Teacher Evaluation; Evaluation Methods; Job Performance; Teacher Transfer; Teacher Persistence; Educational Change; Accountability; Teacher Effectiveness; School Effectiveness; Urban Schools; Public Schools; Mathematics Teachers; Reading Teachers; Academic Achievement; Correlation; Behavior Patterns; Federal Aid; Educational Legislation; Federal Legislation; Federal Programs; Elementary Schools; Middle Schools; Tennessee + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Work performance; Arbeitsleistung; Lehrerversetzung; Bildungsreform; Verantwortung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Schulleistung; Korrelation; Bildungsrecht; Schulgesetz; Bundesrecht; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout of a statewide evaluation system, even without punitive consequences, was associated with increased turnover; however, there was comparably greater retention of more effective teachers, with larger differences in turnover between highly and minimally effective teachers confined to urban districts and low-performing schools. These results imply that states and districts can increase exit rates of low-performing instructors in the absence of automatic dismissals, which is a pattern that our analyses suggest may not generalize beyond urban school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01