The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement. Working Paper 31073

Autor/inn/en	Hanushek, Eric A.; Luo, Jin; Morgan, Andrew J.; Nguyen, Minh; Ost, Ben; Rivkin, Steven G.; Shakeel, Ayman
Institution	National Bureau of Economic Research (NBER)
Titel	The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement. Working Paper 31073
Quelle	(2023) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Evaluation; Principals; Administrator Evaluation; Teacher Salaries; Compensation (Remuneration); Student Attitudes; Parent Attitudes; Teacher Background; Educational Attainment; Mathematics Achievement; Reading Achievement; Educational Change; School Districts; Evaluation Methods; Texas (Dallas) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Principal; Schulleiter; Lehrerbesoldung; Lehrervergütung; Abfindung; Kompensation; Lohnausgleich; Schülerverhalten; Elternverhalten; Bildungsabschluss; Bildungsgut; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsreform; School district; Schulbezirk
Abstract	A fundamental question for education policy is whether outcomes-based accountability including comprehensive educator evaluations and a closer relationship between effectiveness and compensation improves the quality of instruction and raises achievement. We use synthetic control methods to study the comprehensive teacher and principal evaluation and compensation systems introduced in the Dallas Independent School District (Dallas ISD) in 2013 for principals and 2015 for teachers. Under this far-reaching reform, educator evaluations that are used to support teacher growth and determine salary depend on a combination of supervisor evaluations, student achievement, and student or family survey responses. The reform replaced salary scales based on experience and educational attainment with those based on evaluation scores, a radical departure from decades of rigid salary schedules. The synthetic control estimates reveal positive and significant effects of the reforms on math and reading achievement that increase over time. From 2015 through 2019, the average achievement for the synthetic control district fluctuates narrowly between -0.27 s.d. and -0.3 s.d., while the Dallas ISD average increases steadily from -0.28 s.d. in 2015 to -0.08 s.d. in 2019, the final year of the sample. Though the increase for reading is roughly half as large, it is also highly significant. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01