Assessing Teacher, Classroom, and School Effects : A Special Issue of the Peabody Journal of Education

Cover 1 Table of Contents 4 Guest Editor's Introduction 6 Reference 8 Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects 9 Teacher and Classroom Effects 11 Teacher Characteristics 13 Teacher Classroom Practices 14 Context 16 Summary 17 School Effects 18 School Leadership 19 Professional Community 20 Professional Development 20 School and Class Size 21 Summary 22 Student Effects 22 Other Research on Teacher and School Effects 23 Multilevel Educational Model 25 Level 1: Individual Student Value-Added Outcomes 27 Level 2: Model of Classroom Effects 28 Level 3: Model of School Effects 28 Linkage to Resource Levels, Allocation, and Use 29 References 30 The Relationship Between Teacher Performance Evaluation Scores and Student Achievement: Evidence From Cincinnati 38 Standards-Based Teacher Evaluation 39 Performance Evaluation System in Cincinnati 41 Conceptual Framework for Inferences About Teacher Evaluation Scores 42 Method 46 Measures 46 Analysis 48 Results 50 Discussion and Conclusions 54 Limitations and Directions for Future Research 55 References 56 Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County 59 Implementation Context 61 Method 63 Measures 64 Analysis 68 Results 69 Teacher Evaluation Effect 70 Other Level 2 Variables 72 Slope Variation 74 Evaluation Score Versus Education/Experience 74 Discussion and Conclusions 75 Limitations and Future Research 77 References 78 Vaughn Elementary's Innovative Teacher Evaluation System: Are Teacher Evaluation Scores Related to Growth in Student Achievement? 84 Policy and Theoretical Background 86 Site Description 88 Methods 92 Quantitative 92 Model 1 96 Model 2 97 Model 3 97 Qualitative 98 Summary of Results of Quantitative Component 99 Summary of the Results of the Qualitative Component 105 Implications 108 References 110 Alignment of Human Resource Practices and Teacher Performance Competency 113 HR Alignment Model 116 Method 120 Results 121 Discussion 127 References 129 Lessons Learned About Standards-Based Teacher Evaluation Systems 131 Performance Evaluation Systems Can Meet Criterion Validity Standards 133 All Domains Count 134 Should Validity Be Assessed Controlling for Student Characteristics in Addition to Prior Achievement? 135 The Systems Are "Good Enough" to Use the Results for Stakes-Pay Increases 135 Using the Evaluation Results for Stakes Injects Rigor Into the Evaluation Process 136 Multiple Assessors Enhance Reliability and Validity 136 A Narrowed Measure of Teaching 137 Improve HR Management Systems 138 Conducting Validity Tests With a "Natural Harvest" of Data Is Hard 139 Unaligned Tests Limit Our Ability to Judge Whether Highly Rated Teachers Are Good Enough 140 Use of HLM Techniques to Determine Impact 141 Summary 141 References 142 Book Notes 143 Comparative Education: Continuing Traditions, New Challenges, and New Paradigms 143 Final Test: The Battle for Adequacy in America's Schools 146 The White Architects of Black Education: Ideology and Power in America, 1865–1954 148 References 150 It's Your Fault: An Insider's Guide to Learning and Teaching in City Schools 151 Comparative Education: Continuing Traditions, New Challenges, and New Paradigms 153 Assessing Teacher, Classroom, and School Effects Guest Editor's Introduction 1 Allan Odden Assessing Teacher, Classroom, and School Effects, Including Fiscal Effects 4 Allan Odden, Geoffrey Borman, and Mark Fermanich The Relationship Between Teacher Performance Evaluation Scores and Student Achievement: Evidence From Cincinnati 33 Anthony Milanowski Examining the Relationship Between Teacher Evaluation and Student Assessment Results in Washoe County 54 Steven M. Kimball, Brad White, Anthony T. Milanowski, and Geoffrey Bonnan Vaughn Elementary's Innovative Teacher Evaluation System: Are Teacher Evaluation Scores Related to Growth in Student Achievement? 79 H. Alix Gallagher Alignment of Human Resource Practices and Teacher Performance Competency Herbert G. Heneman III and AntJlOny T. Milanowski Lessons Learned About Standards-Based Teacher Evaluation Systems Allan Odden Book Notes Comparative Education: Continuing Traditions, Nezu Challenges, and Nezu Paradigms by Mark Bray reviewed by A. M. Arani Final Test: The Battle for Adequacy in Alnerica's Schools by Peter Schrag revie'wed by Michael A. Rebell The White Architects of Black Education: Ideology and Power in America, 1865-1954 by William H. Watkins revie'wed by Thomas V O'Brien It's Your Fault: An Insider's Guide to Learning and Teaching in City Schools by Rexford G. Brown revie'wed by Christina Hart Comparative Education: Continuing Traditions, New Challenges, and Nezu Paradig111s by Mark Bray reviewed by Stephen P. Heyneman This is Volume 79, Issue 4 2004 of the Peabody Journal of Education and this special issue provides a collection of works on the topic of Assessing Teacher, Classroom and School Effects in the US. The six articles focus generally on new directions in assessing and measuring teacher, classroom, and school effects on improvements in student academic achievement and more specifically analyze the criterion validity and surrounding human resources strategies of new efforts to implement performance-based teacher evaluations, the results of which in some cases are linked to new knowledge- and skills-based teacher salary schedules.