Education Week - October 23, 2013 - (Page 8)
D.C. Teachers Improved After Overhaul of Evaluations, Pay
System motivated
those on the 'cusps,'
study suggests
By Stephen Sawchuk
The District of Columbia's closely
watched system for evaluating
teachers and providing bonus pay
appears to have motivated weak
teachers to make improvements and
spurred already-effective teachers to
higher levels of performance, a new
study concludes.
Teachers on the cusp of dismissal
under the IMPACT evaluation system
in the nation's capital improved
their performance by statistically
significant margins, as did those on
the cusp of winning a large financial
bonus, according to the study, published
as a working paper last week
by the Cambridge, Mass.-based National
Bureau of Economic Research.
The provocative study raises
new questions about how recently
revamped teacher-evaluation systems-and
pay schedules linked to
them-shape teacher behavior. It is
among the first research to look at
teacher evaluation empirically.
As an actual policy, not a pilot pro-
gram, IMPACT was different in scope
from other incentive programs.
Teachers with lower initial ratings
got access to instructional coaches to
improve areas of their practice, one
possible explanation for the gains.
"All of the actors involved are taking
this system seriously, and it's in
those situations where you might
expect greater responses to the incentives,"
said James H. Wyckoff, a
University of Virginia professor of
education and policy and one of the
study's authors.
The results apply only to the populations
close to the performance
thresholds studied. They do not depict
an "overall" effect of IMPACT.
Dividing Line
Established in the 2009-10 school
year, the district's IMPACT evaluation
system relies on a complex mix of
factors to score each teacher, including
both multiple observations and
measures of student achievement.
Teachers deemed ineffective under
the system can be dismissed, while
those scoring at the "minimally effective"
level, the second-lowest, get
one year to improve. Teachers who
earn the "highly effective" rating are
eligible for bonuses of up to $25,000.
Since its rollout, IMPACT has led
to the dismissal of several hundred
teachers. The system, instituted by
then-Chancellor Michelle A. Rhee,
began just as the federal Race to the
Top program brought teacher evaluation
greater focus from policymakers.
Though IMPACT has won praise in
policy circles, some teachers have
been less happy with the system. In
surveys and focus groups, they have
complained about feeling monitored
and expressed concerns that it's
harder for teachers in the most challenging
schools to get top scores.
For the study, Mr. Wyckoff and
Stanford University professor
Thomas Dee analyzed records for
district teachers and their students
from 2009-10 through 2011-12. They
examined those teachers falling just
above or just below the dividing line
separating "minimally effective" from
"effective" teachers and compared
how they fared on subsequent evaluations.
Similarly, they analyzed the
performance of those teachers just
above and just below the decision
point for awarding the financial bonuses,
and compared how they did in
the next year's evaluation scoring.
The methodology exploits the similarities
in characteristics between
groups on either side of the cutoff,
allowing their subsequent performance
to be analyzed as a function
of how they responded to their initial
IMPACT scores. The design helps
to rule out other factors that could
have affected the results, though it
is not considered as conclusive as a
true randomized experiment.
The researchers found that in the
2011-12 year, those teachers at risk
of losing their jobs improved their
performance by about 13 evaluation
points. Teachers on the cusp of
winning a performance bonus also
improved by about 11 IMPACT points.
Such gains are about 50 percent and
41 percent, respectively, of the growth
the average district teacher made in
his or her first three years on the job.
Kaya Henderson, the chancellor of
the District of Columbia school system,
said the study validates IMPACT's
theory of action: to reward the best
teachers, help struggling ones, and
dismiss those unable to perform.
"The simple fact that this study
tells us that the things we set out
to do on our evaluation system are
getting done makes me super proud
and hopeful about where we're
going," she said.
Adding to the Literature
The study also found that teachers
deemed minimally effective in 201011
were less likely to stay in their
jobs, with their retention rate falling
by about 11 percentage points.
Rates of teacher turnover in the
district have also earned the school
system its fair share of criticism, although
the paper shows that highly
effective teachers had high overall
retention rates. Also, the study
notes, teachers newly hired in 201112
had average IMPACT scores that
were more than 25 points higher
than the teachers who left.
The study's suggestion that a
high-stakes evaluation system
linked to pay decisions and professional
development can be a
motivating factor for teachers to
improve contrasts with a run of
recent studies on bonus-pay programs
showing little or no effects
overall on teacher behavior.
But the study did not examine in
detail whether the teacher improvements
translated to higher student
performance, a criticism local union
officials highlighted. "The goal of
IMPACT was to improve student
achievement, but in fact, [overall]
student achievement has been flat,"
Washington Teachers Union President
Elizabeth Davis said.
Still others praised the study's
design but pushed back on the idea
that teacher evaluations of this sort
will lead to widespread improvements
in teaching quality.
"Put simply, what this study says is
that if we take a group of otherwise
similar teachers and randomly label
some as 'OK' and tell others they
suck and their jobs are on the line,
the latter group is more likely to seek
employment elsewhere," wrote Bruce
D. Baker, an education professor at
Rutgers University in New Brunswick,
N.J., on his blog. "No big revelation
there, and certainly no evidence
that D.C. IMPACT 'works.'"
Scan this tag with your
smartphone for a link to
"Incentives, Selection, and
Teacher Performance:
Evidence From IMPACT."
www.edweek.org/links
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Our nation requires - and young people deserve -
education geared to the demands of today's real world.
Generation Ready helps teachers and school leaders
create a stronger, more vibrant generation of Americans -
one that is ready for career and college.
Stronger teachers, stronger schools, stronger students.
We're Generation Ready. Are you?
Visit generationready.com
8 | EDUCATION WEEK | October 23, 2013 | www.edweek.org
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Table of Contents for the Digital Edition of Education Week - October 23, 2013
Education Week - October 23, 2013
Colorado Tax Boosting K-12 Up to Voters
Paddling Persists in U.S. Schools
Health-Care Law Raises Questions For Districts
K12 Inc. Learning Difficult Lessons This School Year
Contents
News in Brief
Report Roundup
New Student Majority in South and West: Poor Children
School Poverty Said to Hurt College Access
Media Group Calls on Companies To Protect Students’ Personal Data
D.C. Teachers Improved After Overhaul Of Evaluations, Pay
Blogs of the Week
K-12 Advocates Remain Braced For Fiscal Fight
Illinois Among Outliers With No NCLB Waiver
Appeal Argued on Affirmative-Action Ban
The Public School Ownership Gap
We Need a National Monument to Teachers
Changing the World, One Student at a Time
Letters
TopSchoolJobs Recruitment Marketplace
Common Core’s Power for Disadvantaged Students
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http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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http://www.nxtbookMEDIA.com