This report was prepared in response to a
request by the General Assembly’s House Education Committee. It includes
profiles of seven states and districts (Tennessee, Colorado, District of
Columbia, Florida, Los Angeles, North Carolina, and Ohio) that are currently
using or planning to use statistical growth models for teacher evaluation.
Teacher evaluation systems vary considerably by state and can also vary by
districts within a state. Among the most significant differences are:
statistical models selected for measuring student growth; the grades and
subjects for which the necessary standardized test data are available for such
models; methods used for measuring student growth for courses and grades
without standardized tests; methods to combine multiple evaluation components
into a single overall evaluation score or rating; and levels of local control
and flexibility allowed within the evaluation system.