Innovatively Flawed: The Unintended Consequences of Teacher Evaluations Systems on Students of Color

• In Event: Accepting Our Responsibilities as Educators, Scholars, and Innovators: Reclaiming Educational Equity Efforts in a Color-Evasive World

Abstract

Students of color are often schooled in dehumanizing environments as evidenced by unjust discipline referrals, less rigorous course placements, lower academic expectations among school staff, and ultimately push out (Losen & Skiba, 2010; Chambers & Huggins, 2014; Faulkner, 2014, Gershenson et al., 2016; Tuck, 2012). Central to these traumatic experiences are teachers. Scholars agree that teachers have the most substantial influence on student success; however, there is significant variation in their effectiveness with those least effective, teaching a higher proportion of students of color (Rockoff, 2004). Consequently, students of color do not receive equitable opportunities to engage in quality learning (Clotfelter, Ladd, Vigdor, 2005; Lankford, Loeb, & Wyckoff, 2002).

In efforts to address this concern, in 2010, the U.S. Department of Education provided $4.35 billion in federal funds through a Race to the Top competitive grant to encourage states to develop and implement teacher evaluation systems to improve instructional quality. Teacher evaluation systems (TES) were introduced across the United States on an unprecedented scale (Doherty & Jacobs, 2013); however, this push by policymakers was not without unintended consequences for teachers of color. Using Critical Race Theory and Black Feminist Thought as theoretical underpinnings, this paper examines how and the consequences of racism is embedded in policy reforms intended to improve students of color academic and social-emotional success.

There is a growing body of literature that illustrates racial and gendered inequities in the implementation of TESs. Specifically, teachers of color with similar instructional quality as White teachers, on average, receive lower classroom observation ratings (Author, forthcoming; Author, 2018; Jiang & Sporte, 2016; Jacobs & Walsh, 2011). In a study examining Black and White women's differential classroom observation ratings, Black women were roughly two times more likely to be placed on a punitive professional development plan based on bias ratings (Author, forthcoming).

Given the high-stakes nature of TES, misidentification of ratings may result in teachers of color leaving the profession, relocating to another school, or remaining in their current school yet experiencing oppressive working conditions. We know that teachers of color have a profound impact on students of colors' learning, socio-emotional well-being, attendance, and suspension rates; therefore, any of the mentioned potential outcomes will have negatively impact students of color (Beauboeuf-Lafontant, 2002; Lindsay & Hart, 2017; Egalite & Kisida, 2019; Cherng & Halpin, 2016).

This paper concludes with three ways we can create a more socially just teacher evaluation systems to ensure students of color receive transformative learning experiences. First, districts must provide intensive TES training that centers equity for administrators. Second, districts and schools must be held accountable for the lack of parity in observation ratings through fully disclosed reporting. Finally, classroom observations must be video-recorded. Requiring principals to record classroom observations not only allows the principal the option to review the teaching practice before assigning the rating. These recommendations offer an initial strategy until educational leaders and policymakers can reimagine a radical, holistic, and just way to evaluate teachers.

Author

• Shanyce Campbell