Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions

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Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions

Abstract

Reforming teacher tenure is an idea that appears to be gaining traction with the underlying assumption that one can infer, to a reasonable degree, how well a teacher will perform over her career based on estimates of her early-career effectiveness. In this paper, the authors explore the potential for using value-added models to estimate performance and inform tenure decisions. There is little evidence that the variation of teacher effects change over teacher careers, but strong evidence that prior year estimates of job performance predict student achievement, even when there is a multi-year lag between the two.

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