Extensive research has been conducted on improving student academic achievement and techniques to improve student learning. There has been little research that addresses the relationship between student achievement and teacher performance. The purpose of this study was to determine the relationship between performance-based teacher evaluation practices and increased student achievement. This study was conducted using the Top Ten Performing School Districts on the Missouri Assessment Program communication arts and mathematics tests and performance-based teacher evaluation systems. A relationship was found to exist between the inclusion of criteria specific to student achievement in the performance-based teacher evaluation program and ranking in the Top Ten on the state assessment. The relationship showed the higher the ranking, the more likelihood of the use of student achievement data in the evaluation process.
|Commitee:||DeVore, Sherry, Slagle, Dale|
|School Location:||United States -- Missouri|
|Source:||DAI-A 71/06, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation|
|Keywords:||Achievement, Missouri Assessment Program, Student achievement, Teacher evaluation|
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