The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post–No Child Left Behind Era

• In Event: 63.055 - Diverse Approaches to Teacher Evaluation: Policy, Implementation, and Impacts

Abstract

Teacher evaluation has become a preferred policy lever at the federal, state, and local levels. Teacher evaluation reforms have made teachers individually accountable to a greater extent than ever before. In this paper, we analyze the components, processes, and consequences embedded in new teacher evaluation policies in all states, the 25 largest school districts, and Washington DC. We find notable differences in how states and the largest districts have structured evaluation policies for all teachers and, in particular, for early career teachers compared to their more veteran counterparts and for teachers in non-tested grades/subjects compared to those in tested grades/subjects. Our analysis of evaluation reform efforts informs policymakers seeking to enhance current policies and researchers identifying areas for future research.

Authors

• Matthew Philip Steinberg, University of Pennsylvania

• Morgaen L. Donaldson, University of Connecticut