April 29th, 2011 |
Aimee Craig
Research Update: Is there a correlation between improvement in classroom observations of instruction and improvement in student achievement?
There have been a number of different studies that explored the impact of educators on student achievement. Now many researchers have turned to the question of measuring effective teaching. How do you know it when you see it? What can we learn from highly effective educators?
A recent study by Tom Kane, Eric Taylor, John Tyler, and Amy Wooten set out to answer the question: Is there a correlation between teacher gain in classroom observation scores and gains in student achievement?
Using data from Cincinnati’s teacher evaluation system from 2000 through the end of the 2009 school year, the researchers found, in short, the answer is yes.
The Cincinnati evaluation system entails four separate classroom observations per school year during a teacher’s evaluation cycle. Teachers are graded on 1-to-4 scale on a number of different standards. With teachers that achieved an improved rank at least one point up on the scale, researchers also saw some gains in the reading and math achievement of their students.
The research seems to indicate, then, that there is a correlation between improved teacher evaluation scores and improved learning. The conclusion suggests that classroom observations and evaluations may actually be a good measure of teaching as it relates to student achievement.