作者：Grissom, Jason A.; Bartanen, Brendan
作者单位：Vanderbilt University; Vanderbilt University Peabody College; University of Virginia
摘要：Classroom observations are the largest component of evaluation ratings given to teachers in the multiple-measure evaluation systems states have implemented in the last decade. Using data from the first eight years of Tennessee's teacher evaluation system, we document race and gender gaps in observation ratings and ask whether these gaps reflect true differences in instructional effectiveness. White and female teachers receive, on average, 0.15 standard deviations (SD) and 0.30 SD higher observ...
