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Teacher evaluations and pupil achievement: Evidence from classroom observations

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  • Marc van der Steeg
  • Sander Gerritsen

Abstract

This paper investigates the relationship between teacher evaluations, conducted by trained evaluators, and pupil performance in primary education in a large city in the Netherlands. Teacher evaluations are based on a detailed rubric containing 75 classroom practices considered to be crucial for effective teaching. We obtain a set of estimates that suggests that the score on this rubric significantly predicts pupil performance gains. Estimated test score gains are in the order of 0.4 standard deviations in math and grammar if a pupil is assigned to a teacher from the top quartile instead of the bottom quartile of the distribution of the evaluation rubric. These are relatively large differences in pupil outcomes, suggesting that evaluations based on the rubric measure teacher practices that matter for pupil performance. This suggests that the rubric seems to have potential for teacher evaluations and teacher effort.

Suggested Citation

  • Marc van der Steeg & Sander Gerritsen, 2013. "Teacher evaluations and pupil achievement: Evidence from classroom observations," CPB Discussion Paper 230, CPB Netherlands Bureau for Economic Policy Analysis.
    • Handle: RePEc:cpb:discus:230
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    References listed on IDEAS

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    1. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 125(1), pages 175-214.
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    6. Douglas O. Staiger & Jonah E. Rockoff, 2010. "Searching for Effective Teachers with Imperfect Information," Journal of Economic Perspectives, American Economic Association, vol. 24(3), pages 97-118, Summer.
    7. Eric A. Hanushek & Steven G. Rivkin, 2010. "Generalizations about Using Value-Added Measures of Teacher Quality," American Economic Review, American Economic Association, vol. 100(2), pages 267-271, May.
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    9. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25(1), pages 95-135.
    10. Thomas J. Kane & Eric S. Taylor & John H. Tyler & Amy L. Wooten, 2010. "Identifying Effective Classroom Practices Using Student Achievement Data," NBER Working Papers 15803, National Bureau of Economic Research, Inc.
    11. Eric S. Taylor & John H. Tyler, 2011. "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers," NBER Working Papers 16877, National Bureau of Economic Research, Inc.
    12. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Roel Elk & Suzanne Kok, 2016. "The Impact of a Comprehensive School Reform Policy for Weak Schools on Educational Achievement; Results of the First 4 years," De Economist, Springer, vol. 164(4), pages 445-476, December.

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    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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