Do kids, parents or even administrators have a clue about which teachers are really teaching?
Popularity hinges on many things. For example, studies have shown that people tend to highly rate those who speak with confidence--and with words that are hard to understand! It's unbelievable. The less they understand, the higher they rate the speaker! They also rate more highly people who are good-looking. Strangely enough, bullies tend to be more popular than non-bullies. The ability to rate teachers effectively hinges on non-subjective measures.
"...[S]ome of my best teachers have the absolute worst scores,” she said, adding that she had based her assessment of those teachers on “classroom observations, talking to the children and the number of parents begging me to put their kids in their classes.”
“So if you have a teacher consistently in the top 10 percent,” he said, “the chances are she is doing something right, and a teacher in the bottom 10 percent needs some attention. Everything in between, you really know nothing.”
Hurdles Emerge in Rising Effort to Rate Teachers
By SHARON OTTERMAN
New York Times
December 26, 2010
...“If I thought they gave accurate information, I would take them more seriously,” the principal of P.S. 321, Elizabeth Phillips, said about the rankings. “But some of my best teachers have the absolute worst scores,” she said, adding that she had based her assessment of those teachers on “classroom observations, talking to the children and the number of parents begging me to put their kids in their classes.”
...New York City began ranking teachers in the 2007-8 school year as part of a pilot project intended to improve classroom instruction. The project, which cost $1.3 million, with an additional $2.3 million budgeted over the next 18 months, was expanded in the 2008-9 school year to give rankings to more than 12,000 fourth- through eighth-grade teachers...
In support of the model, Douglas Staiger, an economics professor at Dartmouth College, cites research showing that if a teacher receives a high-performing score one year, there is a modest likelihood that he or she will receive a high-performing score the following year. The correlation is about 0.3, he said, with 1 being perfect, and 0 being no correlation. This means that about one-third of teachers ranked in the top 25 percent would appear among the top quarter of teachers the next year.
While that year-to-year link may seem low, in the budding and messy exercise of trying to quantify what makes students learn, it is one of the strongest predictors of future student performance, along with the reduction of class size. That means that, on average, students placed for a year with a high-value-added teacher will do better than those placed with a low-value-added teacher. Dr. Staiger placed the improvement at about three percentile points on a typical standardized test.
“This information is useful but has to be used with caution,” he said. “It’s that middle ground. It’s not useless, but it’s not perfect.”
Yet a promising correlation for groups of teachers on the average may be of little help to the individual teacher, who faces, at least for the near future, a notable chance of being misjudged by the ranking system, particularly when it is based on only a few years of scores. One national study published in July by Mathematica Policy Research, conducted for the Department of Education, found that with one year of data, a teacher was likely to be misclassified 35 percent of the time. With three years of data, the error rate was 25 percent. With 10 years of data, the error rate dropped to 12 percent. The city has four years of data.
...“So if you have a teacher consistently in the top 10 percent,” he said, “the chances are she is doing something right, and a teacher in the bottom 10 percent needs some attention. Everything in between, you really know nothing.”