The data and analysis on this page is from 2019. View and download the most recent policy data and analysis on Measures of Student Growth in Alabama from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should require objective measures of student growth to be included in a teacher's evaluation score. This goal is reorganized for 2019.
Impact of Student Growth: Alabama requires some student growth data to factor into a teacher's evaluation rating. One-third of a teacher's overall rating is comprised of the "impact on engagement and learning" component, which includes "data on student engagement from observations, survey data from parents and/or students, and student growth data from various assessments."
State's Role in Evaluation System: Alabama requires all teachers in the state to be evaluated under the EDUCATE Alabama system.
Overview of Teaching Effectiveness Process http://www.alsde.edu/sec/ee/Professional%20Commitment/Updated%20Overview%20of%20Teaching%20Effectiveness%20Process%205_3_17.pdf Alabama State Board of Education Meeting Minutes 5/14/09 https://www.alsde.edu/sites/boe/SBOE%20Meeting%20Minutes/May%2014%202009.pdf
Due to Alabama's strong policies in this area, no recommendations are provided.
Alabama did not respond to NCTQ's request to review this analysis for accuracy.
7A: Measures of Student Growth
Many factors should be considered in formally evaluating a teacher; however, nothing is more important than effectiveness in the classroom. Value-added models are an important tool for measuring student achievement and school effectiveness. These models have the ability to measure individual students' learning gains, controlling for students' previous knowledge and background characteristics. While some research suggests value-added models are subject to bias and statistical limitations, rich data and strong controls can eliminate error and bias. In the area of teacher quality, examining student growth offers a fairer and potentially more meaningful way to evaluate a teacher's effectiveness than other methods schools use.
Unfortunately, districts have used many evaluation instruments, including some mandated by states, which are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.