The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Evaluating Teacher Evaluation
Open accessAbstract
Popular modes of evaluating teachers are fraught with inaccuracies and inconsistencies, but the field has identified better approaches.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“The way preservice teachers plan, teach, differentiate, assess, and reflect are significant predictors of their later teaching effectiveness as measured by their students' achievement gains (Darling-Hammond et al., 2012).”
From Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners (2025) · cites this paper as Darling-Hammond et al., 2012
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Goddard, Y. L., Goddard, R. D., & Tschannen‐Moran, M. (2007) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146810710900401 · Cited by 872
Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement*
Rothstein, J. (2010) · Quarterly Journal of Economics · doi:10.1162/qjec.2010.125.1.175 · Cited by 735
Self-citationDoes Professor Quality Matter? Evidence from Random Assignment of Students to Professors
Carrell, S. E., & West, J. E. (2010) · Journal of Political Economy · doi:10.1086/653808 · Cited by 508
Milanowski, A. (2004) · Peabody Journal of Education · doi:10.1207/s15327930pje7904_3 · Cited by 258
Lockwood, J. R., III, McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Le, V., & Martínez, J. F. (2007) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.2007.00026.x · Cited by 191
Subjective and Objective Evaluations of Teacher Effectiveness
Rockoff, J. E., & Speroni, C. (2010) · American Economic Review · doi:10.1257/aer.100.2.261 · Cited by 133
Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers
Jackson, C. K., & Bruegmann, E. (2009) · National Bureau of Economic Research · doi:10.3386/w15202 · Cited by 93
Taylor, E., & Tyler, J. H. (2011) · National Bureau of Economic Research · doi:10.3386/w16877 · Cited by 79
Research works printed but not linked: 17
- Amrein-Beardsley A., The SAS education value-added assessment system (EVAAS): Its intended and unintended effects in a major urban school system.
- Bill & Melinda Gates Foundation., 2010, Learning about teaching: Initial findings from the Measures of Effective Teaching Project.
- Braun H., 2005, Using student progress to evaluate teachers: A primer on value-added models.
- Briggs D., 2011, Due diligence and the evaluation of teachers: A review of the value-added analysis underlying the effectiveness rankings of Los Angeles Unified School District teachers by the
- Darling-Hammond L., 2005, Preparing teachers for a changing world: What teachers should learn and be able to do.
- Milanowski A., 2004, The relationship between standards-based teacher evaluation scores and student achievement.
- National Commission on Teaching and America's Future., 1996, What matters most: Teaching for America's future.
- National Research Council, Board on Testing and Assessment., 2008, Assessing accomplished teaching: Advanced-level certification programs.
- National Research Council, Board on Testing and Assessment., 2009, Letter report to the U.S. Department of Education
- Newton X., 2010, Educational Policy Analysis Archives, 18
- Packard R., 1991, Final quantitative assessment of the Arizona career ladder pilot-test project.
- Rothstein J., 2007, CEPS Working Paper No. 159
- Rothstein J., 2011, Review of ‘Learning about teaching: Initial findings from the Measures of Effective Teaching Project.’
- Sass T., 2008, The stability of value-added measures of teacher quality and implications for teacher compensation policy
- Solmon L., 2007, The effectiveness of the Teacher Advancement Program
- Springer M., 2010, Teacher pay for performance: Experimental evidence from the Project on Incentives in Teaching
- Wilson M., 2011, Investigating the validity of portfolio assessments of beginning teachers: Relationships with student achievement and tests of teacher knowledge.
Cited by
Sorted by citations
The correlates of teacher turnover: An updated and expanded Meta-analysis of the literature
Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100355 · Cited by 305
Teacher evaluation and school improvement: An analysis of the evidence
Hallinger, P., Heck, R. H., & Murphy, J. (2014) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-013-9179-5 · Cited by 264
Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations
Cohen, J., & Goldhaber, D. D. (2016) · Educational Researcher · doi:10.3102/0013189x16659442 · Cited by 202
Enhancing Teacher Education with Simulations
Kaufman, D., & Ireland, A. (2016) · TechTrends · doi:10.1007/s11528-016-0049-0 · Cited by 165
Personal and contextual factors related to teachers’ experience with stress and burnout
Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018) · Teachers and Teaching · doi:10.1080/13540602.2018.1476337 · Cited by 238
Metadata
- Authors
- Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J.
- Affiliations
- Stanford University (US)
- University of California, Berkeley (US)
- ORCID
- Rothstein, Jesse
- Venue
- Phi Delta Kappan
- Publisher
- SAGE Publications
- Published
- 2012-03
- Volume
- 93
- Issue
- 6
- Pages
- 8-15
- ISSN
- 0031-7217 (ISSN-L)
- 1940-6487
- OpenAlex
- W334502450
- Cited by
- 402
- References
- 8
- Citations by year
- 2026: 9 · 2025: 9 · 2024: 18 · 2023: 16 · 2022: 22 · 2021: 30 · 2020: 27 · 2019: 39 · 2018: 34 · 2017: 32 · 2016: 57 · 2015: 41 · 2014: 36 · 2013: 28 · 2012: 4
- FWCI
- 169.45
- Type
- journal article
- Language
- en
- Open access
- green
- escholarship.org
- Locations
- Phi Delta Kappan (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- ScholarWorks - GVSU (Grand Valley State University) (submittedVersion)
- Colleagues
- Funders
- U.S. Department of Education
- Northern Arizona University
- Topics
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › School Choice and Performance
- Keywords
- teacher evaluation, teacher assessment, assessment accuracy, assessment consistency
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
