The purpose of this comparative quantitative study was to test adherence to the accountability theory by comparing perceptions of South Carolina public school principals without procedural due process rights as administrators with public school principals in New Jersey that have procedural due process rights through tenure regarding the tools used…

Teacher-focused accountability started to ramp up in the United States in 2007-2010 as the focus of accountability shifted from schools to individual teachers. Since that time, there has been a remarkable amount of change to the way that teachers are evaluated, and music teachers have been placed squarely under the microscope of accountability. In…

The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout…

Value-added evaluations use student test scores to assess teacher effectiveness. How student achievement is judged can depend on which test is used to measure it. Thus it is reasonable to ask whether a teacher's value-added score depends on which test is used to calculate it. Would it change if a different test was used? Specifically, might a…

The authors detail their summer long pointed discussion with the Obama Administration--via an exchange of letters and telephone conversations--over initiatives in New York and other states that tie the evaluations of teachers and principals to student performance on standardized tests. The authors assert such initiatives should await further…

The formula is simple: Highly effective teachers equal student academic success. Yet, the physics of American education is anything but. Thus, the question facing education reformers is how can teacher effectiveness be accurately measured in order to improve the teacher workforce? Given the demand for objective, quantitative measures of teacher…

Introduces the articles in this special issue, which focus on personnel evaluation across the spectrum of higher education. All relate to a growing interest in holding college professionals accountable for their job performance. (SLD)

Standardized teacher appraisal instruments are generally not designed to evaluate the specialized instructional practices of teachers working with exceptional students. By incorporating the model described in this article, teacher evaluators can use their state-mandated system and meet these teachers' need for equitable consideration. Includes 10…

The majority of empirical studies on performance appraisal (PA) systems focus on the search for the perfect form in which subjective traits are replaced by objective and job-relevant, measurable behaviors. Organizations using a PA system to evaluate their employees struggle with issues of implementation, adaptation, and linkage with other human…

Examines the principal assessment process in measuring accountability for facilitating academic improvement. The article raises several conceptual and methodological issues on developing principal assessment models, provides data on issues in the development of evaluation models for principal assessment, and presents a basic model for principal…

This document concerns performance appraisal as mandated by the North Carolina Legislature for all certified educational professionals. It notes that, in 1985, all newly certified professional education personnel, including school psychologists, came under the Initial Certification Program (ICP) requirements which issued newly certified school…

This paper presents a functional approach to the performance apppraisal of school psychologists, citing the high likelihood of increased public demand for accountability from human service professionals and a paucity of systematic efforts to appraise the performance of school psychologists as evidence of the importance of this topic. A functional…

An AASA report says 80 percent of the nation's superintendents are evaluated annually and 12 percent more often than that. However, comprehensive assessments are rare. Most are done in closed session and are rather perfunctory. Reluctant to use student outcomes, boards are trying more detailed approaches. (MLH)

Training interventions can be evaluated by calculating return on investment (ROI) and cost-benefit analysis. The four-level model proposed by Kirkpatrick is the dominant evaluation model used. Calculating ROI has been a critical issue for trainers and executives, but only a few organizations have implemented the process that is considered as…

The No Child Left Behind Act of 2001 calls for 100% proficiency in reading and mathematics by 2014. The mandate thus transforms reading and mathematics into high-stakes subject areas. This quantitative cross-sectional study examined legislated testing mandates in relation to burnout subscales, emotional exhaustion, depersonalization, and personal…