An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship with Students' College-Going Outcomes

Autor/inn/en	Hughes, Rodney; Dahlin, Lauren; Tucci, Tara
Titel	An Investigation of a Multiple-Measures Teaching Evaluation System and Its Relationship with Students' College-Going Outcomes
Quelle	In: Educational Policy, 35 (2021) 1, S.131-158 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hughes, Rodney)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904818813302
Schlagwörter	Teacher Evaluation; Evaluation Methods; Teacher Effectiveness; Outcomes of Education; Correlation; High School Teachers; High School Graduates; Public Schools; Graduation Rate; Enrollment Rate; Selective Admission; College Attendance; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Korrelation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Graduate; Graduates; Absolvent; Absolventin; Public school; Öffentliche Schule; Bildungsselektion; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	In recent years, multiple-measures teaching evaluation systems have become widespread in states and school districts around the United States. Using administrative data from Pittsburgh Public Schools (PPS) and the National Student Clearinghouse, we examine the relationship between exposure to different ratings of teaching effectiveness in high school (based on a district-wide multiple-measures evaluation system) and high school graduation and college enrollment outcomes. We find a small but statistically significant difference in college enrollment rates for PPS graduates with more courses with teaching with the highest rating of Distinguished, and these students were also more likely to enroll in selective colleges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01