The performance cycle: The association between student achievement and state policies tying together teacher performance, student achievement, and accountability

Nicola A. ALEXANDER, Sung Tae JANG, Shipi KANKANE

Research output: Contribution to journalArticlespeer-review

5 Citations (Scopus)

Abstract

This article explores the associations between student performance and the presence of state policies that include student achievement in teacher evaluations. We examined performance among states from 2007 through 2013. Including student performance in state teacher evaluation policies is modestly associated with higher reading achievement but had no significant association with math achievement. Typically, black and Hispanic students did not experience the policy differently from their white peers. Disparities between white and black learners and between white and Hispanic students remained, signaling that these accountability policies did not eliminate racial disparities in the system. Copyright © 2017 by The University of Chicago. All rights reserved.
Original languageEnglish
Pages (from-to)413-446
JournalAmerican Journal of Education
Volume123
Issue number3
Early online dateMar 2017
DOIs
Publication statusPublished - May 2017

Citation

Alexander, N. A., Jang, S. T., & Kankane, S. (2017). The performance cycle: The association between student achievement and state policies tying together teacher performance, student achievement, and accountability. American Journal of Education, 123(3), 413-446. doi: 10.1086/691229

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