Does evaluating teachers make a difference?

Simon Briole and Eric Maurin

Working Papers from HAL

Abstract: In France, secondary school teachers are evaluated every six or seven years by senior experts of the Ministry of education. These external evaluations mostly involve the supervision of one class session and a debrie_ng interview, but have nonetheless a direct impact on teachers' career advancement. In this paper, we show that these evaluations contribute to improving students' performance, especially in math. This e_ect is seen not only for students taught by teachers the year of their evaluations but also for students taught by the same teachers the subsequent years, suggesting that evaluations improve teachers' core pedagogical skills. These positive e_ects persist over time and are particularly salient in education priority schools, in contexts where teaching is often very challenging.

Keywords: Teacher quality; Evaluation; Feedback; Teaching practices; Supervision; Education (search for similar items in EconPapers)
Date: 2019-04
New Economics Papers: this item is included in nep-edu and nep-ure
Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-02102295v1
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Citations: View citations in EconPapers (3)

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Related works:
Working Paper: Does evaluating teachers make a difference? (2019)
Working Paper: Does Evaluating Teachers Make a Difference? (2019)
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