Identifying Effective Teachers Using Performance on the Job

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Released: April 2006 • Discussion Paper

Related Topics: Education

Authors:

Robert Gordon • Former Senior Vice President for Economic Policy, Center for American Progress
Thomas J. Kane • Professor, Harvard Graduate School of Education; Deputy Director, U.S. Education, Bill and Melinda Gates Foundation
Douglas O. Staiger • John French Professor of Economics, Dartmouth College

Traditionally, policymakers have attempted to improve the quality of the teaching force by raising minimum credentials for entering teachers. Recent research, however, suggests that such paper qualifications have little predictive power in identifying effective teachers. We propose federal support to help states measure the effectiveness of individual teachers, based on their impact on student achievement, subjective evaluations by principals and peers, and parental evaluations. States would be given considerable discretion to develop their own measures, as long as student achievement impacts (using so-called "value-added" measures) are a key component. The federal government would pay for bonuses to highly rated teachers willing to teach in high-poverty schools. In return for federal support, schools would not be able to offer tenure to new teachers who receive poor evaluations during their first two years on the job without obtaining district approval and informing parents in the schools. States would open further the door to teaching for those who lack traditional certification but can demonstrate success on the job. This approach would facilitate entry into teaching by those pursuing other careers. The new measures of teacher performance would also provide key data for teachers and schools to use in their efforts to improve their performance.