Does Evaluating Teachers Make a Difference?

Simon Briole and Eric Maurin

No 12307, IZA Discussion Papers from Institute of Labor Economics (IZA)

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 debriefing 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 effect 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 effects persist over time and are particularly salient in education priority schools, in contexts where teaching is often very challenging. Overall, a system of light touch evaluations appears to be much more cost-effective than more popular alternatives, such as class size reduction.

Keywords: evaluation; feedback; teaching practices; supervision; teacher quality; education (search for similar items in EconPapers)
JEL-codes: I20 I28 J24 (search for similar items in EconPapers)
Pages: 38 pages
Date: 2019-04
New Economics Papers: this item is included in nep-edu and nep-ure
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Citations: View citations in EconPapers (3)

Published - published as 'There's always room for improvement: the persistent benefits of a large-scale teacher evaluation system' in : Journal of Human Resources , 2024, 59 (4), 1150 - 1179

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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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