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The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement. Working Paper No. 281-0323

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Bibliographic Details
Title: The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement. Working Paper No. 281-0323
Language: English
Authors: Hanushek, Eric, Luo, Jin, Morgan, Andrew, Nguyen, Minh, Ost, Ben, Rivkin, Steven, Shakeel, Ayman, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2023.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 47
Publication Date: 2023
Sponsoring Agency: Laura and John Arnold Foundation
Document Type: Reports - Research
Descriptors: Teacher Evaluation, Comprehensive Programs, Educational Change, Teacher Salaries, Academic Achievement, Teacher Effectiveness, Mathematics Achievement, Reading Achievement, Educational Quality, Educational Improvement, Principals, Outcomes of Education
Geographic Terms: Texas
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. [This research was supported by grants from the CALDER Research Network.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED627968
Database: ERIC
Description
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. [This research was supported by grants from the CALDER Research Network.]