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Download full textSartain, Lauren; Zou, Andrew – University of Chicago Consortium on School Research, 2020
Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year,…
Descriptors: Teacher Evaluation, Evaluation Methods, Performance Based Assessment, Feedback (Response)
Sartain, Lauren; Zou, Andrew; Gutiérrez, Vanessa; Shyjka, Andria; Hinton, Ebony; Brown, Eric R.; Easton, John Q. – University of Chicago Consortium on School Research, 2020
Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year…
Descriptors: Public Schools, Teacher Evaluation, Teacher Competencies, Teacher Attitudes
Shyjka, Andria; Gutiérrez, Vanessa; Hinton, Ebony – University of Chicago Consortium on School Research, 2020
Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year,…
Descriptors: Teacher Evaluation, Evaluation Methods, Value Added Models, Public Schools
Direct linkDwyer, Theodore J. – ProQuest LLC, 2016
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…
Descriptors: Value Added Models, Teacher Influence, Academic Achievement, Performance Based Assessment
Peer reviewedPalardy, Gregory J. – AERA Online Paper Repository, 2016
This study examines the effects of the summer period on value-added assessment (VAA) of teacher and school performance at the early grades. The results indicate that 40-62% of the variance in VAA estimates originates from the summer, depending on the outcome. Furthermore, when summer is omitted from the VAA model, 51-61% of the teachers and 58-61%…
Descriptors: Value Added Models, Performance Based Assessment, Teacher Effectiveness, School Effectiveness
Manzeske, David; Garland, Marshall; Williams, Ryan; West, Benjamin; Kistner, Alexandra Manzella; Rapaport, Amie – Society for Research on Educational Effectiveness, 2016
High-performing teachers tend to seek out positions at more affluent or academically challenging schools, which tend to hire more experienced, effective educators. Consequently, low-income and minority students are more likely to attend schools with less experienced and less effective educators (see, for example, DeMonte & Hanna, 2014; Office…
Descriptors: Merit Pay, Teacher Effectiveness, Academic Achievement, Accuracy
Goldhaber, Dan; Walch, Joe; Gabele, Brian – Center for Education Data & Research, 2012
Policymakers appear increasingly inclined to utilize measures of student achievement, often state assessment results, to inform high-stakes teacher personnel decisions. This has been spurred on by the federal government's Teacher Incentive Fund (TIF) and Race to the Top (RttT) grant programs, each of which urge states and localities to tie teacher…
Descriptors: Models, Academic Achievement, Teacher Evaluation, Performance Based Assessment
