An Analysis of the Policy, Research, and Legal Issues Surrounding the Exclusion of Charter Schools from the Teacher Evaluation Revolution

• Published in: Journal of law & education Vol. 43; no. 4; p. 463
• Main Authors: Green, Preston C, Donaldson, Morgaen L, Oluwole, Joseph O
• Format: Journal Article
• Language: English
• Published: Columbia University of South Carolina, School of Law 01.10.2014
• Subjects: Academic Achievement; American Recovery & Reinvestment Act 2009-US; Charter schools; Education reform; Educational Change; Educational Objectives; Learning; No Child Left Behind Act 2001-US; Public schools; Students; Teacher Evaluation; Teacher evaluations; Teachers; Tenure; Urban schools; Value Added Models
• ISSN: 0275-6072

According to the National Council on Teacher Quality (NCTQ),25 forty states and the District of Columbia in 2013 required teacher evaluation systems to include objective measures of student learning.24 Sixteen states required student achievement to be a significant part of teacher evaluations, while nineteen states and the District of Columbia in 2013 required student achievement to be the most significant criterion in teacher evaluations.25 Moreover, eighteen states and the District of Columbia required student performance to be a factor in tenure decisions,26 and twenty-two states and the District of Columbia provided that teachers with unsatisfactory ratings are subject to dismissal.27 States are now employing one of two statistical models for measuring student achievement: value-added models (VAM) and student growth percentiles (SGP).28 VAM is a statistical model that attempts to determine the teacher's contribution to student achievement "as opposed to other factors outside of the teacher's control.