[xi] Teacher associations, for their part, continue to push back against teacher evaluation systems that focus
on objective measures of student achievement and provide any meaningful differentiation between teachers.
Not exact matches
Consistent with the prior studies, in this
objective evaluation, KIPP
students outperformed the comparison children
on numerous
measures of achievement, across a range
of subject areas.
To the extent the program involves
student achievement, it bases awards
on «
student learning
objectives» as «created by individual teachers, with the approval
of site - based administrators»; these
objectives «will be
measured by a combination
of existing assessment instruments, and teacher designed tools,» as well as by state standardized tests.
In tackling this task, Feinberg says, they «backed into» the five essential tenets
of the KIPP model: High Expectations (for academic
achievement and conduct); Choice and Commitment (KIPP
students, parents, and teachers all sign a learning pledge, promising to devote the time and effort needed to succeed); More Time (extended school day, week, and year); Power to Lead (school leaders have significant autonomy, including control over their budget, personnel, and culture); and Focus
on Results (scores
on standardized tests and other
objective measures are coupled with a focus
on character development).
According to the National Council
on Teacher Quality (NCTQ), the number
of states requiring
objective measures of student achievement to be included in teacher evaluations nearly tripled from 2009 to 2015, from 15 to 43 states nationwide (see Figure 1).
You write, «I respectfully disagree with your suggestion that the closest thing states have to an
objective measure of student achievement [value - added growth scores based
on standardized tests] should not be part
of the equation.»
As documented under Section 1115
of Title I, Part A
of the Every
Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk
of failing, to meet the State's challenging
student academic
achievement standards
on the basis
of multiple, educationally related,
objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely
on the basis
of such criteria as teacher judgment, interviews with parents, and developmentally appropriate
measures».
Changing the current evaluation system to focus
on improved
student outcomes, including
objective measures of student growth, is critical to improving teacher effectiveness, raising
student achievement, and meeting the
objectives of the federal «No Child Left Behind Act
of 2001.»
Under teacher evaluation reforms, as
of 2015, all but eight states have committed to using an
objective measure of student achievement — such as performance
on standardized assessments — as a part
of teacher and principal evaluation systems.40 However, given the challenges
of fairly incorporating
student test performance in evaluations, all states and districts engaged in these reforms must account for factors like the variation in
student background and other external influences
on performance.
In special education, reliance
on the single
measure of a high stakes test is not necessary since a direct
measure of student learning is available:
achievement of IEP goals and
objectives.