The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence From the Randomization of Teachers to Students
Abstract
Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the random assignment of teachers to classrooms from the Measures of Effective Teaching (MET) study to identify teacher effectiveness using scores from the Framework for Teaching (FFT) instrument, one of the most widely used classroom observation protocols. While our evidence suggests that teacher performance, as measured by the FFT, is correlated with student achievement, noncompliance with randomization and the modest year-to-year correlation of a teacher’s FFT scores constrain our ability to causally identify effective teachers. Implications for policy and practice are discussed.
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Claims the paper makes
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Observation-based measures of a teacher's performance tend to be weakly correlated over time.
“evidence suggests that observation-based measures of a teacher's performance tend to be weakly correlated over time.”
From Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure? (2016) · cites this paper as Garrett & Steinberg, 2015
Previous research using the MET data found that averaging across the eight section-level aggregate component scores within a section, by subject, is an appropriate approach for aggregating teacher effectiveness measures based on classroom observation scores.
“Previous research using the MET data found this to be an appropriate approach for aggregating teacher effectiveness measures based on classroom observation scores (Garrett & Steinberg, 2015; Kane etal., 2013; Mihaly, McCaffrey, Staiger, & Lockwood, 2013).”
From Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure? (2016) · cites this paper as Garrett & Steinberg, 2015
Earlier evidence from the MET study demonstrates that observation scores of teacher performance alone are limited in their ability to identify effective teachers.
“Just as earlier evidence from the MET study demonstrates that observation scores of teacher performance alone are limited in their ability to identify effective teachers (Garrett & Steinberg, 2015)”
From Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure? (2016) · cites this paper as Garrett & Steinberg, 2015
Citations
Cites
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Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables
Rothstein, J. (2009) · Education Finance and Policy · doi:10.1162/edfp.2009.4.4.537 · Cited by 332
Flagged first, then by citations
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Cited by
Sorted by citations
Steinberg, M. P., & Garrett, R. (2016) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373715616249 · Cited by 150
Self-citationObservational Evaluation of Teachers: Measuring More Than We Bargained for?
Campbell, S. L., & Ronfeldt, M. (2018) · American Educational Research Journal · doi:10.3102/0002831218776216 · Cited by 111
Teacher applicant hiring and teacher performance: Evidence from DC public schools
Jacob, B. A., Rockoff, J. E., Taylor, E. S., Lindy, B., & Rosen, R. (2018) · Journal of Public Economics · doi:10.1016/j.jpubeco.2018.08.011 · Cited by 109
Coady, M., Miller, M. D., Jing, Z., Heffington, D., Lopez, M., Olszewska, A., De Jong, E., Yilmaz, T., & Ankeny, R. (2020) · TESOL Quarterly · doi:10.1002/tesq.544 · Cited by 14
Metadata
- Authors
- Garrett, R., & Steinberg, M. P.
- Affiliations
- American Institutes for Research (US)
- University of Pennsylvania (US)
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2015-06
- Volume
- 37
- Issue
- 2
- Pages
- 224-242
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2143685597
- Cited by
- 90
- References
- 3
- Citations by year
- 2026: 4 · 2025: 1 · 2024: 5 · 2023: 6 · 2022: 10 · 2021: 8 · 2020: 8 · 2019: 15 · 2018: 11 · 2017: 10 · 2016: 10 · 2015: 2
- FWCI
- 37.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- Funders
- Pennsylvania Department of Education
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- teacher effectiveness, classroom observation, Measures of Effective Teaching, teacher evaluation, academic performance, random assignment, teacher performance
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