Skills,productivity and the evaluation of teacher performance |
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| Institution: | 1. Department of Economics, Tulane University, United States;2. Department of Economics, Georgia State University, United States;1. University of Alabama, United States;2. University of Missouri, United States;3. Columbus State University, United States;1. Shenyang Normal University,Expert Building 1442, North Huanghe Street 253, Shenyang, 110034, China;2. Shenyang Normal University, RIEEA, North Huanghe Street 253,Shenyang, 110034, China;3. Shenyang Normal University, RIEEA, North Huanghe Street 253,Shenyang, 110034, China;4. Shenyang Normal University, RIEEA, North Huanghe Street 253,Shenyang, 110034, China |
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| Abstract: | 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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| Keywords: | Teacher evaluations Observational ratings Value-added |
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