The state should have a data system that contributes some of the evidence needed to assess teacher effectiveness.
Connecticut does not have a data system that can be used to provide evidence of teacher effectiveness.
However, Connecticut does have two of three necessary elements that would allow for the development of a student- and teacher-level longitudinal data system. The state has assigned unique student identifiers that connect student data across key databases across years, and it has the capacity to match student test records from year to year in order to measure student academic growth.
Although Connecticut assigns teacher identification numbers, it cannot match individual teacher records with individual student records.
Develop capacity of state data system.
Connecticut should ensure that its state data system is able to match individual teacher records with individual student records.
Develop a clear definition of "teacher of record."
Connecticut has not yet established a definition of teacher of record, which is essential in order to use the student-data link for teacher evaluation and related purposes. To ensure that data provided through the state data system are actionable and reliable, Connecticut should articulate a definition of teacher of record and require its consistent use throughout the state.
Connecticut recognized the factual accuracy of this analysis. The state added that beginning September 2011, districts will upload files that include the following: courses being taught as of June 2011, students who were taking those courses as of June 2011 and the teacher who was teaching each course as of June 2011. An annual report will be produced. Connecticut also noted that it has now defined teacher of record as the "teacher whose name appears on the report card or transcript for individual students."