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The Future of Teacher Evaluation
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Steinberg, Matthew P. – State Education Standard, 2016
Passage of the Every Student Succeeds Act (ESSA) in December 2015 signaled a new era for teacher evaluation reform. Under ESSA, states and districts have greater autonomy to design and implement teacher evaluation systems independent of federal influence. This new flexibility brings with it new responsibilities and challenges for states and…
Descriptors: Teacher Evaluation, Educational Change, School District Autonomy, Federal Legislation
An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School
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Burt, Jo Linn; Ortlieb, Evan T.; Cheek, Earl H., Jr. – Reading Improvement, 2013
Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90% of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect…
Descriptors: Reading Skills, Grade 4, Diversity (Faculty), Minority Group Students
The Renaissance Teacher Identifying Students' Perceptions of Exemplary Teachers
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Wigton, Erica – ProQuest LLC, 2012
The focus on the achievement gap for minority students is an issue facing many school districts across the county. The No Child Left Behind (NCLB) legislation highlighted the fact that many minority students are not achieving at or above expected levels in classrooms across America. Teacher quality is found to be an important ingredient of a…
Descriptors: Achievement Gap, Minority Group Students, Student Attitudes, Teacher Student Relationship