Examining the Association between Teacher Annual Evaluations and Student Academic Performance: Recent Outcomes for North Carolina
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| Title: | Examining the Association between Teacher Annual Evaluations and Student Academic Performance: Recent Outcomes for North Carolina |
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| Language: | English |
| Authors: | Theodore Kaniuka, Brad Mills, Ashley Johnson, Emily Haire |
| Source: | Journal of Research in Education. 2025 33(1):30-62. |
| Availability: | Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Teacher Evaluation, Academic Achievement, Teacher Effectiveness, Value Added Models, Scores, Public School Teachers, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | North Carolina |
| ISSN: | 1083-6470 |
| Abstract: | Measuring teacher effectiveness has been debated and studied for numerous years. While some progress has been made, consensus has yet to be reached regarding what it means to be an effective teacher and how to measure effectiveness. This study uses administrative data from North Carolina to assess the relationship between school principal evaluations of teachers and student achievement based on a value-added measure. Multi-level linear regression results suggest that 1) teachers account for the majority of the variation in value-added scores, 2) principal evaluations of teachers have some predictive value relative to the teacher effectiveness measure, and 3) teacher evaluation scores fail to signal teacher effectiveness scores. Outcomes are discussed in terms of educational leadership and policy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469351 |
| Database: | ERIC |
| Abstract: | Measuring teacher effectiveness has been debated and studied for numerous years. While some progress has been made, consensus has yet to be reached regarding what it means to be an effective teacher and how to measure effectiveness. This study uses administrative data from North Carolina to assess the relationship between school principal evaluations of teachers and student achievement based on a value-added measure. Multi-level linear regression results suggest that 1) teachers account for the majority of the variation in value-added scores, 2) principal evaluations of teachers have some predictive value relative to the teacher effectiveness measure, and 3) teacher evaluation scores fail to signal teacher effectiveness scores. Outcomes are discussed in terms of educational leadership and policy. |
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| ISSN: | 1083-6470 |
