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 Wyoming 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: Wyoming does not require that objective measures of student growth be considered in teacher evaluation scores.
State's role in evaluation system: Wyoming districts must develop a teacher evaluation system based on the state's criteria.
Require objective measures of student growth to be included in teacher evaluation.
Wyoming should require that objective measures of student growth be included in a teacher's evaluation rating, and that such measures play a profound role in a teacher's overall evaluation rating.
Because HB 22 does not take effect until July 1, 2019 and the corresponding work surrounding aligning Chapter 29 to the new law has not yet been acted on by the State Board of Education, the state neither confirmed nor disputed this 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.