High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments
This study provides descriptive information on the design and early implementation of teacher evaluation systems in eight local school districts. This exploratory study is intended to help other districts and states learn from the experiences of these eight districts to inform future research on the effects of teacher evaluation systems on teacher professional practice and student performance. The study sample included four districts that were “fully implementing” their teacher evaluation systems at the time data were collected in 2012 and early 2013, and four districts that were considered to be “partially implementing” their systems. Findings are reported on (a) the design of the evaluation systems, (b)early implementation, (c) conducting classroom observations, (d) using student performance data, (e) using teacher performance data, (f) administration, and (g) system effects.
U.S. Department of Education