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 North Dakota 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: North Dakota requires its districts' teacher evaluation systems to "incorporate multiple valid measures, which are clearly related to increasing the standards-based teaching competencies, including a meaningful level of student growth, student academic achievement, and school performance." These measures must include performance reports from established standardized assessments where such assessments are conducted.
State's role in evaluation system: North Dakota districts must implement locally designed evaluation systems aligned with the state's guidelines; the state approves such systems.
Teacher Evaluator Guidelines: https://www.nd.gov/dpi/uploads/133/ND_TeacherEvalGuidelines.pdf
Due to North Dakota's strong policies in this area, no recommendations are provided.
North Dakota recognized the factual accuracy of 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.