Research suggests that there is wide variation in the effectiveness of teachers, yet traditional measures
of teacher quality (i.e., education, degrees, and certification status) are not strongly associated with student achievement. Related research suggests that the way that traditional pay systems for teachers (according to years of experience and highest degree earned) have little to do with how effective they are at raising student achievement. An alternative way to measure teacher effectiveness is through value-added modeling. A value- added approach that measures growth is preferable to more traditional measures of proficiency or attainment. Value-added measures of student achievement should not be the sole measures that states and districts use to evaluate teacher productivity. Multiple measures of student achievement and multiple assessments of teacher performance are recommended.
Prince, C. D., Koppich, J., Azar, T. M., Bhatt, M., & Witham, P. J. (2010). Research synthesis: What does research suggest about ways to measure teacher effectiveness so that determination of performance-based rewards is accurate, reliable, and defensible? Retrieved from www.tifcommunity.org.