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 Massachusetts from the State of the States 2022: Teacher and Principal Evaluation Policies report.
The state should require instructional effectiveness to be the determinative criterion of any teacher evaluation. The bar for this goal was raised in 2017.
Impact of Student Growth: Massachusetts requires that some evidence of student learning be considered in its teacher evaluations. The state no longer requires a separate rating concentrated on a teacher's impact on student learning. Instead, student learning is now embedded as an indicator within one of the Massachusetts teacher evaluation system framework's four standards: Teaching All Students.
Massachusetts does not require that teachers meet student growth goals or be rated at least effective for student growth to earn an overall rating of effective.
State's Role in Evaluation System: Massachusetts requires districts to either adopt the state's model system or develop a district-specific system that is consistent with the state's framework.
603 CMR 35.00 Evaluation Amendment http://www.doe.mass.edu/news/news.aspx?id=24266
Require instructional effectiveness to be a determinative criterion of any teacher evaluation.
Although Massachusetts requires that objective evidence of student growth be included in a teacher's evaluation rating, it does not play a profound role in a teacher's overall evaluation rating. Massachusetts should ensure that a teacher is not able to earn an overall rating of effective if he or she is rated less-than-effective at increasing student growth.
Massachusetts was helpful in providing NCTQ with facts that enhanced this analysis.
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.