Appropriate Measures of Effectiveness: Teacher Evaluations and Value-Added Measures in North Carolina

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Covington, A. (2016). Appropriate Measures of Effectiveness: Teacher Evaluations and Value-Added Measures in North Carolina. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The increased use of value-added measures is a result of policymakers viewing traditional measures of teacher effectiveness as obsolete and unrelated to student achievement. Additionally, literature lacks substantial findings examining the relationship between principal observation ratings and a teacher’s value-added scores based on the achievement of their students and various school demographics. The purpose of this study is to examine the relationship between principal observation ratings, school demographics, alternative measures of teacher and principal quality, and a school’s overall testing performance on the proportion of teachers with effective value-added ratings. A quantitative study was conducted using the state of North Carolina’s archival school performance, educator effectiveness, and free and reduced lunch archival data for the 2013 – 2014 school year. Sample data comprised the state’s top three urban emergent school districts and three rural school districts. These findings indicate that student performance throughout the school is the largest predictor of the proportion of teachers with effective value-added ratings. As a result, school personnel should focus on improvements to student achievement outcomes across the school using collaboratively methods rather than solely employing a content specific approach.

Details
Author

Covington, Azure

Title

Appropriate Measures of Effectiveness: Teacher Evaluations and Value-Added Measures in North Carolina

Physical Description

1 online resource (117 pages) : PDF

Date

2016

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The increased use of value-added measures is a result of policymakers viewing traditional measures of teacher effectiveness as obsolete and unrelated to student achievement. Additionally, literature lacks substantial findings examining the relationship between principal observation ratings and a teacher’s value-added scores based on the achievement of their students and various school demographics. The purpose of this study is to examine the relationship between principal observation ratings, school demographics, alternative measures of teacher and principal quality, and a school’s overall testing performance on the proportion of teachers with effective value-added ratings. A quantitative study was conducted using the state of North Carolina’s archival school performance, educator effectiveness, and free and reduced lunch archival data for the 2013 – 2014 school year. Sample data comprised the state’s top three urban emergent school districts and three rural school districts. These findings indicate that student performance throughout the school is the largest predictor of the proportion of teachers with effective value-added ratings. As a result, school personnel should focus on improvements to student achievement outcomes across the school using collaboratively methods rather than solely employing a content specific approach.

Genre

doctoral dissertations

Subjects--Topics

Education
Education and state

Degree

Ph.D.

Keywords

Education Policy
Teacher Effectiveness
Value-Added

Subject Area

Curriculum & Instruction

Advisor(s)

Lewis, Chance

Committee Members

Fitchett, Paul
Flowers, Claudia
Starker Glass, Tehia

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2016.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Covington_uncc_0694D_11048

Permalink

http://hdl.handle.net/20.500.13093/etd:117