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Teacher evaluation for accountability and growth: Should policy treat them as complements or substitutes?

Teacher evaluation policies seek to improve student outcomes by increasing the effort and skill levels of current and future teachers. Current policy and most prior research treats teacher evaluation as balancing two aims: accountability and growth. Proper teacher evaluation design has been understood as successfully weighting the accountability and growth dimensions of policy and practice. I detail six assumptions underlying teacher evaluation for growth and accountability and assess their reasonableness in light of empirical evidence from the personnel economics, social psychology and management literatures. I simulate a set of teacher evaluation policies and find that those that treat evaluation for accountability and evaluation for growth as substitutes modestly outperform policies that treat them as complements. The teachers’ rates of learning through evaluation and the labor market effects of evaluation are critical in determining its impact. I conclude with recommendations for the design of teacher evaluation policies.

Keywords
education policy, teacher evaluation, labor contracts, personnel management, simulation
Education level
Document Object Identifier (DOI)
10.26300/md18-w322

EdWorkingPaper suggested citation:

Liebowitz, David D.. (). Teacher evaluation for accountability and growth: Should policy treat them as complements or substitutes?. (EdWorkingPaper: -160). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/md18-w322

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