|Stated Briefly: Teacher demographics and evaluation: A descriptive study in a large urban district
|This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15). Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers. Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted. Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender. These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time. Therefore, the district may want to consider what programs or policies aimed specifically at these teachers and their evaluators may increase their chances for improvement and reduce the gaps. In addition, longitudinal research is needed to examine whether these patterns continue to persist over time or whether district-level interventions and supports might reduce the gaps or otherwise address the disproportionate below proficient ratings among teachers in certain groups.
|January 10, 2017
|January 10, 2017
General Ordering Information
|Jessica Bailey, Karen Shakman, and Jacqueline Zweig: Education Development Center: Candice Bocala: WestEd WestEd
|Type of Product:
For questions about the content of this Stated Briefly, please contact: