Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Rockoff, Jonah E.; Speroni, Cecilia

doi:10.1016/j.labeco.2011.02.004

Cited by 40 publications

(26 citation statements)

References 35 publications

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“…There are in fact multiple avenues through which performance measures might be used to improve the quality of the teacher workforce and hence student achievement. Performance evaluations could, for instance, help identify those teachers who are struggling and would benefit from professional development or mentoring (Darling-Hammond et al 2012), or for the identification of teacher characteristics that are aligned with effectiveness, which in turn might improve the screening and hiring processes in many districts (Rockoff and Speroni 2011). And, as noted above, there is a current push to use such evaluations for higher stakes purposes: to financially reward effectiveness under pay Goldhaber,Walch,and Gabele: Does the Model Matter?…”

mentioning

confidence: 99%

Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments

Goldhaber¹,

Walch

Gabele³

2013

Statistics and Public Policy

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mentioning

confidence: 99%

Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments

Goldhaber¹,

Walch

Gabele³

2013

Statistics and Public Policy

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“…In principle, current teachers might have superior information or a higher ability to identify teacher quality using broader criteria (Jacob and Lefgren, 2008;Rockoff and Speroni, 2011). However, two elements could lead to the selection of lower quality applicants.…”

Section: Discussionmentioning

confidence: 99%

“…Current teachers might have superior information or a higher ability to identify good teachers using broader criteria(Jacob and Lefgren, 2008;Rockoff and Speroni, 2011).…”

mentioning

confidence: 99%

Rules versus Discretion in Public Service: Teacher Hiring in Mexico

Estrada

2019

Journal of Labor Economics

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In this paper, I use a unique empirical setting that allows me to compare the performance of teachers hired in a discretionary process led by the teachers' union in Mexico with the performance of those hired on the basis of a screening rule (test scores on a standardized exam). My results show that the discretionary hires perform considerably worse than the rulebased hires (as measured by value added to student achievement). The evidence presented here shows the impact of personnel selection mechanisms on the quality of public service delivery.Small sections of text, that are less than two paragraphs, may be quoted without explicit permission as long as this document is stated. Findings, interpretations and conclusions expressed in this publication are the sole responsibility of its author(s), and it cannot be, in any way, attributed to CAF, its Executive Directors or the countries they represent. CAF does not guarantee the accuracy of the data included in this publication and is not, in any way, responsible for any consequences resulting from its use. RULES VS. DISCRETION IN PUBLIC SERVICE: TEACHER HIRING IN MEXICO REGLAS VS DISCRECIÓN EN EL SERVICIO PÚBLICO: SELECCIÓN DE DOCENTES EN MÉXICO Estrada, R. CAF -Documento de trabajo N° 2017/11 08/2017RESUMEN En este estudio, utilizo un contexto empírico único que me permite comparar el desempeño de docentes seleccionados en un proceso discrecional liderado por el sindicato de maestros en México con el de docentes seleccionados en un concurso basado en un examen estandarizado. Mis resultados muestran que los docentes seleccionados mediante el método discrecional tienen un desempeño considerablemente menor que el de los docentes seleccionados mediante el concurso (midiendo desempeño como el valor agregado al logro académico de los estudiantes). La evidencia presentada en este estudio revela la importancia de los métodos de selección de personal para la calidad de los servicios públicos.Small sections of text, that are less than two paragraphs, may be quoted without explicit permission as long as this document is stated. Findings, interpretations and conclusions expressed in this publication are the sole responsibility of its author(s), and it cannot be, in any way, attributed to CAF, its Executive Directors or the countries they represent. CAF does not guarantee the accuracy of the data included in this publication and is not, in any way, responsible for any consequences resulting from its use. AbstractIn this paper, I use a unique empirical setting that allows me to compare the performance of teachers hired in a discretionary process led by the teachers' union in Mexico with the performance of those hired on the basis of a screening rule (test scores on a standardized exam). My results show that the discretionary hires perform considerably worse than the rule-based hires (as measured by value added to student achievement). The evidence presented here shows the impact of personnel selection mechanisms on the quality of public service delivery. JEL: I21, J51, M51.

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“…This is considerably different from previous work that has relied on just the scores from the two domains that can be best observed during actual classroom instruction (Kane et al, 2011;Kane & Staiger, 2012). In addition, whereas some other work has used multiple techniques to explore relationships between observational measures and teachers' "true" effectiveness (Ho & Kane, 2013;Mihaly et al, 2013) and made adjustments to avoid concerns about omitted variable and other forms of bias in VAM scores (Chetty, Friedman, & Rockoff, 2011;Rockoff & Speroni, 2011), we take the viewpoint of the teacher and administrator receiving multiple pieces of data from the new MMTES. We find that teachers' VAM-based measures of effectiveness are, on average, somewhat reflective of their observation-based measure of effectiveness.…”

Section: Practical Implications For the Implementation Of Mmtesmentioning

confidence: 99%

Sorting out the signal: Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals?

Strunk

Weinstein²,

Makkonen

2014

EPAA

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There is increasing policy interest in the use of standards-based multiple measure teacher evaluation systems that include both observational and value-added measures of teacher effectiveness. The growing literature that assesses the relationships between these measures does so mainly in academic settings using a validity lens. While valuable in their own right, this evidence from research-based settings provides little evidence about how teachers and principals receive the different signals from multiple measures of effectiveness when implemented in district contexts. Using pairwise correlations and a series of ordinary least squares regressions, this study assesses the relationships between value-added measures of teacher effectiveness and an observational measure of teacher practice as implemented in a district's pilot of a new standards-based multiple-measure teacher evaluation system. We find moderate correlations between value-added and observation-based measures, indicating that teachers will receive similar but not entirely consistent signals from each performance measure. We conclude by highlighting considerations for districts working to develop and implement standards-based multiple-measure teacher evaluation systems.

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Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Cited by 40 publications

References 35 publications

Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments

Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments

Rules versus Discretion in Public Service: Teacher Hiring in Mexico

Sorting out the signal: Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals?

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