New Teacher Quality and Effectiveness: Inequitable Principal Evaluations

• In Event: State and District Programs to Improve Teacher Quality

Abstract

Principal evaluations of experienced teachers are biased against teachers of color and male teachers (Steinberg & Sartain, 2021), but we know little about principal evaluations of new, first-year teachers. If principal evaluations of new teachers are similarly biased, then these evaluation results could have negative implications for new teachers of color and male teachers, as well as for educator preparation program (EPP) accountability/accreditation. The present study examined 65,385 principal evaluations of new teacher quality and effectiveness in Texas. Results show principal bias against Male teachers and Black teachers and bias in favor of Latinx teachers and high school teachers, after accounting for important preparation differences. The teacher-principal racial match also matters substantially. EPP policy and accountability system implications are explored.

Authors

• Jim Van Overschelde, Texas State University

• Jeffrey Keese, Mercer University