New York City teachers’ performance will be measured based on how much their fourth- through eighth-grade students improve on annual state math and reading tests, reports the New York Times. But, in response to union complaints, the reports won’t influence formal job evaluations, pay or tenure decisions and will not be published.
The reports include data on the number of low-income and special-education students in each teacher’s class, “as well as the size, race and gender breakdown.”
Using a complicated statistical formula, the report computes a â€œpredicted gainâ€ for each teacherâ€™s class, then compares it to the studentsâ€™ actual improvements on the test. The result is a snapshot analysis of how much the teacher contributed to student growth.
The reports classify each teacher as average, above average or below average in effectiveness with different categories of students, like those who score in the top third or the lowest third on the test, and those still learning English or enrolled in special-education programs. It also contains separate measurements on effectiveness in teaching boys and girls, though it does not distinguish performance by studentsâ€™ race or income level. Teachers will also be given a percentile ranking indicating how their performance compares to those who teach similar students and to a citywide pool.
This is a very soft version of the original idea, says Eduwonk.