Cincinnati’s teacher evaluation system pinpoints link between teaching practices and student achievement
A new study of Cincinnati’s Teacher Evaluation System (TES), a rigorous evaluation program based on classroom observations, finds that teachers receiving high ratings (as scored by trained peer and administrative evaluators) are more effective in promoting student achievement growth. For example, a student who begins the year at the 50th percentile on the state reading and math test and is assigned to a teacher in the top quartile in terms of overall TES scores will perform on average, by the end of the school year, three percentile points higher in reading and two points higher in math than a peer who began the year at the same achievement level but was assigned to a bottom-quartile teacher.
Read more at Jonathan Kantrowitz's blog.
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