The effect of teacher ratings on teacher performance

• 成果类型: Article
• 署名作者: Pope, Nolan G.
• 署名单位: University System of Maryland; University of Maryland College Park
• 刊物名称: JOURNAL OF PUBLIC ECONOMICS
• ISSN/ISSBN: 0047-2727
• DOI: 10.1016/j.jpubeco.2019.01.001
• 发表日期: 2019
• 页码: 84-110
• 关键词: education; teacher; school; ratings; Value-Added; tests; Evaluations; Los Angeles; Public

摘要

In August 2010, the Los Angeles Times publicly released value-added ratings for teachers and elementary schools in Los Angeles. Exploiting the release of these ratings as a natural experiment and using the timing of their release to account for regression to the mean, I find that low-rated teachers saw increases in their students' math and English test scores. High-rated teachers saw little to no change in their students' tests with the release of the ratings. These differential responses from low- and high-rated teachers suggest possible test score gains from the release of teacher ratings. School ratings had no additional impact on student test scores. I find no evidence that the release of the ratings affected classroom composition or teacher turnover. (C) 2019 Elsevier B.V. All rights reserved.