Skills, Productivity and the Evaluation of Teacher Performance

Andrew Young School of Policy Studies Research Paper Series No. 12-11

W. J. Usery Workplace Research Group Paper No. 2012-3-1

53 Pages Posted: 14 Mar 2012

See all articles by Tim R. Sass

Tim R. Sass

Georgia State University - Andrew Young School of Policy Studies

Doug Harris

University of Wisconsin - Madison

Date Written: March 1, 2012

Abstract

We examine the measurement and prediction of worker productivity using a sample of teachers and school principals. We find that principals’ evaluations are positively associated with teachers’ estimated contributions to students’ test scores (value-added), and are better predictors of teacher value-added than are teacher credentials. Principals’ assessments of teachers’ cognitive and non-cognitive skills are strongly associated with principals’ overall teacher evaluations and to a lesser extent with teacher value-added. While past teacher value-added predicts future value-added, principals’ subjective ratings can provide additional information, particularly when prior value-added measures are based on a single year of teacher performance.

Suggested Citation

Sass, Tim and Harris, Doug, Skills, Productivity and the Evaluation of Teacher Performance (March 1, 2012). Andrew Young School of Policy Studies Research Paper Series No. 12-11, W. J. Usery Workplace Research Group Paper No. 2012-3-1, Available at SSRN: https://ssrn.com/abstract=2020717 or http://dx.doi.org/10.2139/ssrn.2020717

Tim Sass (Contact Author)

Georgia State University - Andrew Young School of Policy Studies ( email )

Department of Economics
35 Broad Street, 6th Floor
Atlanta, GA 30303-3083
United States
404-413-0150 (Phone)
404-413-0145 (Fax)

Doug Harris

University of Wisconsin - Madison ( email )

St. Charles Ave.
New Orleans, LA 70118
United States

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