CPREConsortium for Policy Research in Education at the University of Wisconsin Madisonchildren

Case Studies of District and Local Performance Assessment Systems

Studies Based on the Framework for Teaching

The following case studies report on the experiences of school districts that designed new standards-based teacher evaluation systems using the Framework for Teaching (Danielson, 1996). Each study reviews the structure of the evaluation systems and the implementation process.

Vaughn Next Century Learning Center, Los Angeles, California

2004 American Educational Research Association Conference Papers

Researchers from the Teacher Compensation Project presented a series of papers at the 2004 American Educational Research Association in San Diego, California on the results of on-going studies of teacher evaluation systems based on the Framework for Teaching (Danielson, 1996). These evaluation systems constitute performance competency models with the potential to improve instruction by affecting teacher selection and retention, motivating teachers to improve, and promoting a shared conception of good teaching; the systems also could be applied to new compensation systems.

The studies used multi-level statistical analysis and value-added measures to examine the validity, impact, and other issues related to the standards-based teacher evaluation systems implemented in Cincinnati Public Schools, Washoe County (NV) Public Schools, Coventry (RI) Public Schools, and Vaughn Next Century Learning Center.

The first paper replicated prior CPRE studies on the relationship of evaluation results to student achievement in three of the four above sites, but using an additional year of data. Results were similar to findings from the initial studies, i.e., that the evaluation systems have a substantial positive relationship with the achievement of the evaluated teachers' students. However, the size of the relationship varied across research sites, grades within sites, and academic subject areas. Download (pdf)

The second paper reported on the relationship between evaluation system scores and student achievement in Coventry, Rhode Island, which was a new district included in our evaluation system research. The study yielded mixed results on the student achievement - evaluation score relationship. Download (pdf)

The third paper explored the distribution of teacher quality in Washoe County as determined by the evaluation system and whether higher rated teachers were better able to reduce achievement gaps between students having different levels of prior achievement and those from different social backgrounds. The results suggest that teacher quality as measure by the evaluation system does vary among classrooms with varying baseline achievement levels and poverty and minority concentrations. Results on the effects of higher evaluated teachers on reducing achievement gaps between students with these different characteristics were mixed. Download (pdf)

Using data from the evaluation systems in Cincinnati Public Schools and the Vaughn Next Century Learning Center, the fourth paper examined the relationship among the evaluation dimensions, differences in the strength of the dimension ratings with student achievement, and whether evaluation scores from one year were related to student achievement in subsequent years. Dimension scores were moderately correlated in Cincinnati, and highly correlated at Vaughn. Unique results were found in each district on the strength of different dimension ratings in predicting student achievement. In both sites, evaluation scores from one year did not predict subsequent year student achievement as well as they predicted achievement in the year the evaluation score was determined. Download (pdf)

Teacher Performance Assessment Systems and Criterion-Related Validity