Examining the relationship between teacher evaluation and student assessment results in washoe county

Steven M. Kimball, Brad White, Anthony T. Milanowski, Geoffrey Borman

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

Abstract

In this article, we describe findings from an analysis of the relationship between scores on a standards-based teacher evaluation system modeled on the Framework for Teaching (Danielson, 1996) and student achievement measures in a large Western school district. We apply multilevel statistical modeling to study the relationship between the evaluation scores and state and district tests of reading, mathematics, and a composite measure of reading and mathematics. Using a value-added framework, the teacher evaluation scores were included at the 2nd level, or teacher level, of the model when other student and teacher-level characteristics were controlled. This study provided some initial evidence of a positive association between teacher performance, as measured by the evaluation system, and student achievement. The coefficients representing the effects of teacher performance on student achievement were positive and were statistically significant in 4 of 9 grade-test combinations studied.

Original languageEnglish (US)
Pages (from-to)54-78
Number of pages25
JournalPeabody Journal of Education
Volume79
Issue number4
DOIs
StatePublished - Oct 2004
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Examining the relationship between teacher evaluation and student assessment results in washoe county'. Together they form a unique fingerprint.

Cite this