[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601217-105":3,"doc-detail-601217-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","is-effective-teacher-evaluation-sustainable-evidence-from-district-of-columbia-public-schools","IS EFFECTIVE TEACHER EVALUATION SUSTAINABLE - EVIDENCE FROM DISTRICT OF COLUMBIA PUBLIC SCHOOLS","","Ten years ago, many policy makers saw teacher evaluation reform as a promising way to improve teacher effectiveness and student achievement, but evidence has shown mixed implementation and impact. This study analyzes the evolving IMPACT system in the District of Columbia Public Schools, detailing updated standards for lower-performing teachers and reduced emphasis on value-added test scores. Findings show low-performing teachers are more likely to leave or improve, while dismissal threats raise attrition and the performance of returning teachers, supporting sustainability through quality improvement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/is-effective-teacher-evaluation-sustainable-evidence-from-district-of-columbia-public-schools/601217/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/is-effective-teacher-evaluation-sustainable-evidence-from-district-of-columbia-public-schools/601217.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What question does the study investigate about teacher evaluation?","Question",{"text":63,"@type":64},"The study examines whether effective teacher evaluation reforms can be sustained over time, especially as systems mature and change.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What changes does the study describe for the IMPACT evaluation system?",{"text":68,"@type":64},"IMPACT has higher performance standards for lower-performing teachers and reduced emphasis on value-added test scores.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the study’s descriptive and causal evidence suggest about low-performing teachers?",{"text":72,"@type":64},"Descriptive evidence indicates low-performing teachers are more likely to either leave or improve, and causal evidence shows imminent dismissal threats increase attrition and improve returning teachers’ performance.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601217,1792166119,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","|  | IS EFFECTIVE TEACHER EVALUATION SUSTAINABLE? EVIDENCE FROM DISTRICT OF COLUMBIA PUBLIC SCHOOLS |\n| --- | --- |\n\nThomas S. Dee  \nGraduate School of Education Stanford University Stanford, CA 94305-3001 [tdee@stanford.edu](tdee@stanford.edu)  \nJessalynn James Annenberg Institute  \nBrown University Providence, RI 02912 [jessalynn_james@brown.edu](jessalynn_james@brown.edu)  \nJim Wyckoff (corresponding author) Curry School of Education University of Virginia Charlottesville, VA 22904-4277 wyckoff@ [virginia.edu](virginia.edu)  \nAbstract  \nTen years ago, many policy makers viewed the reform of teacher evaluation as a highly promising mechanism to improve teacher effectiveness and student achievement. Recently, that enthusiasm has dimmed as the available evidence suggests the subsequent reformshad a mixed record of implementation andefficacy. Even in districts where there was evidence of efficacy, the early promise of teacher evaluation may not be sustainable as these systems mature and change. This study examines the evolving design of IMPACT, the teacher evaluation system in the District of Columbia Public Schools. We describe the recent changes to IMPACT, which include higher performance standards for lowerperforming teachers and a reduced emphasis on value-added test scores. Descriptive evidence on the dynamics of teacher retention and performance under this redesigned system indicates that lower-performing teachers are particularly likely to either leave or improve. Corresponding causal evidence similarly indicates that imminent dismissal threats for persistently low-performing teachers increased both teacher attrition and the performance of returning teachers. These findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.  \n[https://doi.org/10.1162/edfp_a_00303](https://doi.org/10.1162/edfp_a_00303)  \n© 2019 Association for Education Finance and Policy  \nDownloaded from [http://direct.mit.edu/edfp/article-pdf/16/2/313/1910700/edfp_a_00303.pdf by guest on 20 July 2021](http://direct.mit.edu/edfp/article-pdf/16/2/313/1910700/edfp_a_00303.pdf by guest on 20 July 2021)  \n1. INTRODUCTION  \nTen years ago, many education reformers championed rigorous and consequential teacher evaluation as an intervention that would improve the effectiveness of the teacher workforce and, in turn, increase student outcomes. In particular, both the federal government and prominent philanthropies encouraged such reforms through a variety of high-profile initiatives (e.g., Race to the Top, Teacher Incentive Fund, the Measures of Effective Teaching Project, No Child Left Behind waivers, and Intensive Partnerships for Effective Teaching) . In response, most states and school districts designed and implemented new teacher evaluation systems (Steinberg and Donaldson 2016) .  \nAs reports on the effects of these teacher evaluation reforms have begun to accumulate, the corresponding public discussion has arguably become muddled. At a high level, states and school districts designed very similar systems. They all contained a teacher observation component and most included some form of student achievement outcomes for which the teacher is responsible (Steinberg and Donaldson 2016; Kraft and Gilmour 2017; Walsh et al. 2017) . Some evidence suggests that rigorous teacher evaluation improved teaching and student outcomes in Washington, DC (Dee and Wyckoff 2015; Adnot et al. 2017), Chicago (Steinberg and Sartain 2015), Cincinnati (Taylor and Tyler 2012), and Houston (Cullen, Koedel, and Parsons 2017) . Nonetheless, thereis a growing public narrative that teacher evaluation reform has been a costly failure (Strauss 2015; Gates and Gates 2018; Iasevoli 2018) and a waste of resources (Dynarski 2016; Walsh et al. 2017) . For example, a recent RAND study (Stecher et al. 2018) of three school districts and four charter management organizations found that teacher evaluation did not improve student achievement, but also suffere","cbCaiv4mzb0AlpBx","https://ap.wps.com/l/cbCaiv4mzb0AlpBx","pdf",315702,34,"English","# Introduction\n## Teacher evaluation reforms and public debate\n## Evidence on effects, implementation challenges, and sustainability\n## Study focus: IMPACT design changes","[{\"question\":\"What question does the study investigate about teacher evaluation?\",\"answer\":\"The study examines whether effective teacher evaluation reforms can be sustained over time, especially as systems mature and change.\"},{\"question\":\"What changes does the study describe for the IMPACT evaluation system?\",\"answer\":\"IMPACT has higher performance standards for lower-performing teachers and reduced emphasis on value-added test scores.\"},{\"question\":\"What do the study’s descriptive and causal evidence suggest about low-performing teachers?\",\"answer\":\"Descriptive evidence indicates low-performing teachers are more likely to either leave or improve, and causal evidence shows imminent dismissal threats increase attrition and improve returning teachers’ performance.\"}]","IS EFFECTIVE TEACHER EVALUATION SUSTAINABLE - EVIDENCE FROM DISTRICT OF COLUMBIA PUBLIC SCHOOLS | PDF",1792092200,86,{"code":4,"msg":82,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]