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The Effects of Higher-Stakes Teacher Evaluation on Office Disciplinary Referrals.

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Title: The Effects of Higher-Stakes Teacher Evaluation on Office Disciplinary Referrals.
Authors: Liebowitz, David D.1 (AUTHOR), Porter, Lorna1 (AUTHOR), Bragg, Dylan2 (AUTHOR)
Source: Journal of Research on Educational Effectiveness. Jul-Sep2022, Vol. 15 Issue 3, p475-509. 35p.
Subject Terms: *Teacher evaluation, *Public school teachers, *School rankings, *Educational accountability
Abstract: The effects of imposing accountability pressures on public school teachers are empirically indeterminate. In this paper, we study the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of teacher evaluation reforms. We leverage cross-state variation in the timing of state policy implementation to estimate whether teachers change the rate at which they remove students from their classrooms. We find that higher-stakes teacher evaluation had no causal effect on the rates of disciplinary referrals, and we find no evidence of heterogeneous effects for grades subject to greater accountability pressures or in schools facing differing levels of disciplinary infractions. Our results are precisely estimated and robust to a battery of assumption and specification checks. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Effects of Higher-Stakes Teacher Evaluation on Office Disciplinary Referrals.
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  Data: <searchLink fieldCode="AR" term="%22Liebowitz%2C+David+D%2E%22">Liebowitz, David D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Porter%2C+Lorna%22">Porter, Lorna</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bragg%2C+Dylan%22">Bragg, Dylan</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Jul-Sep2022, Vol. 15 Issue 3, p475-509. 35p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Public+school+teachers%22">Public school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22School+rankings%22">School rankings</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink>
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  Label: Abstract
  Group: Ab
  Data: The effects of imposing accountability pressures on public school teachers are empirically indeterminate. In this paper, we study the effects of accountability in the context of teacher responses to student behavioral infractions in the aftermath of teacher evaluation reforms. We leverage cross-state variation in the timing of state policy implementation to estimate whether teachers change the rate at which they remove students from their classrooms. We find that higher-stakes teacher evaluation had no causal effect on the rates of disciplinary referrals, and we find no evidence of heterogeneous effects for grades subject to greater accountability pressures or in schools facing differing levels of disciplinary infractions. Our results are precisely estimated and robust to a battery of assumption and specification checks. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/19345747.2021.2015496
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      – Code: eng
        Text: English
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      – SubjectFull: Public school teachers
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      – SubjectFull: School rankings
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              Text: Jul-Sep2022
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