In 2012, New Jersey implemented a broad change to the teacher evaluation system with the Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act which identified the Marzano Causal Teacher evaluation system as one of the prescribe models for districts to adopt. This system provides a more differentiated teacher…

An Examination of How Teacher Tenure and Job Satisfaction Affect Student Achievement. Robert T. Farris, 2021. Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: tenure, job satisfaction, job retention, student achievement, teacher evaluation, student measure. This…

This action research study examined the relationship between teacher performance and student achievement in reading language arts and mathematics. The study sought to determine if teacher evaluation methods used to determine teacher performance, had a relationship in improving student achievement. The researcher investigated the topic using…

The purpose of this study is to explore the correlation between state-recorded value- added (VA) scores and academic optimism (AO) scores, which measure teacher self-efficacy, trust, and academic emphasis. The sample for this study is 87 third through eighth grade Reading teachers, from fifty-five schools, in an urban school district in Ohio who…

There is a great deal of concern regarding teacher impacts on student achievement being used as a substantial portion of a teacher's performance evaluation. This study investigated the degree of concordance and discordance between mathematics teacher ranking using value tables and covariate regression, which have both been used as measures for…

Value-added models are a class of growth models used in education to assign responsibility for student growth to teachers or schools. For value-added models to be used fairly, sufficient statistical precision is necessary for accurate teacher classification. Previous research indicated precision below practical limits. An alternative approach has…

Challenging the current discordance in orientation between student assessment models and teacher/school value-added models, this study aims to present the educator performance function (EPERF)-based teacher effect estimation method which utilizes the nature of student criterion-referenced assessment, to evaluate its feasibility and usefulness by…

In an educational landscape where teacher evaluation methods are increasingly discussed and scrutinized in research offices, legislatures, and school buildings, the differences in policy and instrumentation among states and school districts can paint a confusing picture of these varying methods and their impacts. To help assess the picture in…

The purpose of this non-experimental study was to determine whether teacher cognitive and behavioral agility relates to student achievement as measured by their value-added model (VAM) score and their performance evaluation measured through the Marzano instructional practice (IP) framework, and whether that relationship is moderated by contextual…

This study addressed the impact of VAM, concerns with VAM data, uses and interventions educational leaders provided teachers, and components perceived as necessary for VAM effectiveness as an evaluation tool. The demographics used for this study were position, school size, and experience. Due to the documented need for educational accountability…

It is not known to what extent the pre-employment teacher selection instrument scores used by a Tennessee school district correlate to teachers' post-employment quality after their first year of service. Two research questions guided the study on the Correlation Between a Teacher Selection Instrument and Teacher Quality in Tennessee: (1) To what…

In order to change the direction of mathematics education, the training of elementary teachers in the United States needs to be of equal or higher quality than top preforming countries. However, pre-service elementary teachers in the United States fall behind their peers in other countries in mathematical content knowledge and mathematical…

The purpose of this quantitative, correlational study was to determine if student growth as measured by value-added measure of fourth grade 2011-2012 reading test scores was correlated with teacher observation ratings on the Teach and Cultivate Learning Environment domains of the Teaching and Learning Framework Rubric. A second purpose of the…

This study uses the state report cards published by the Tennessee Department of Education to compare the academic achievement grades to the value-added grades to determine if there is a relationship between the two grading systems. The data used for this study are from the 2001, 2002, and the 2003 state report cards published for each school using…

The purpose of this study was to explore the relationships between and among various demographic and test score data with American College Testing (ACT) scores in 281 Tennessee high schools. This study also addressed which high school characteristics were related to the number of students meeting the ACT requirement for Tennessee lottery…