The New Educational Accountability: Understanding the Landscape of Teacher Evaluation in the Post-NCLB Era

Matthew P. Steinberg () and Morgaen L. Donaldson ()
Additional contact information
Matthew P. Steinberg: Graduate School of Education University of Pennsylvania Philadelphia, PA
Morgaen L. Donaldson: Neag School of Education University of Connecticut Storrs, CT

Education Finance and Policy, 2016, vol. 11, issue 3, 340-359

Abstract: In the past five years, teacher evaluation has become a preferred policy lever at the federal, state, and local levels. Revisions to teacher evaluation systems have made teachers individually accountable for student achievement to a greater extent than ever before. We describe and analyze the components, processes, and consequences embedded in new teacher evaluation policies in all fifty states, the twenty-five largest school districts, and Washington, DC. We contextualize these policies by basing our analysis in prior research on teacher evaluation, and examining key comparisons between state and district policies, including their treatment of teachers in tested and untested subjects with career and beginning teachers. We find notable differences in how states and the largest districts have structured evaluation policies for all teachers and, in particular, for early career teachers compared with their more veteran counterparts, and for teachers in nontested grades and subjects compared with those in tested grades and subjects.

Date: 2016
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (13)

Downloads: (external link)
http://www.mitpressjournals.org/doi/pdf/10.1162/EDFP_a_00186 (application/pdf)
Access to PDF is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:tpr:edfpol:v:11:y:2016:i:3:p:340-359

Ordering information: This journal article can be ordered from
https://mitpressjour ... rnal/?issn=1557-3060

Access Statistics for this article

Education Finance and Policy is currently edited by Stephanie Riegg Cellini and Randall Reback

More articles in Education Finance and Policy from MIT Press
Bibliographic data for series maintained by The MIT Press ().