Many would believe that the state mandated evaluation system is a fair and appropriate method for evaluating teachers and principals and that teacher evaluations are linked directly and solely to New York state assessment results. Recent news reports have attempted to draw a direct comparison between New York state assessment results and teacher evaluation ratings. However, these misleading commentaries have been based on a lack of understanding of how assessment scores are used in teacher evaluations.
A recent article serves as a good example, comparing teacher and principal evaluation ratings to NYS assessment results from the 2013-2014 school year. Included was that (not counting New York City) about 39% of teachers and 61% of principals received “effective” ratings while 58% of teachers and 33% of principals earned the top rating of “highly effective.” This was contrasted with the 2014 NYS assessment results, where approximately 40% of students in grades three to eight scored at the proficient level or higher on the NYS math and ELA assessments.
Teacher effectiveness is so much more than results on one annual test. In fact, state assessment results are only mandated to be included in the evaluations of math and English teachers, grades 4-8, and in the evaluations of elementary, middle school and junior high building principals. In my school (Shaker Junior High School) that is a total of 16 teachers out of my total faculty of about 75 teachers.
Yes, such comparisons are clearly misleading. The truth is that NYS assessment results are included in the evaluations of only 21% of the teachers in my building, which is probably consistent with every other school in New York state.
To further underscore how misleading such comparisons are, let’s take a closer look at the evaluations of math and English teachers in grades 3-8 and determine how the NYS assessment results are included in them. NYS assessment results constitute 20 of the 100 points that comprise a teacher’s (or a principal’s) evaluation; these point totals are computed and provided by the NYS Education Department. That’s right, only 20% of a math or English teacher’s (or a building principal’s) evaluation is based on state assessment results.
Think about that. NYS assessment results account for 20% of about 21% of NYS teachers’ and principals’ evaluations state wide. If you just use these two percentages to calculate a rough, non-mathematical effect, (i.e. multiply 20% by 21%), you get an effect range of about 4%. Yes, NYS assessment results constitute about 4% of NYS teachers’ and principals’ evaluations. Interesting, as news reports (and politicians) would have you believe something very different. Not even being considered are the many other aspects of teaching that are included in an evaluation, the comparisons would have you believe that assessment data and evaluations are one and the same.
Let’s at least include the pertinent information about evaluations in news reporting and give readers the true data to fully comprehend the numbers. Let’s make sure that readers understand that there exists no significant connection between the state wide evaluation ratings and NYS assessment results. But, that doesn’t provoke readers nor is it of interest to politicians. No, the real story behind the sound bites is often quite un-newsworthy.
This Point of View was submitted by Shaker Junior High School principal Dr. Russell Moore of the North Colonie Central School District. Dr. Moore is currently in his 27th year as a principal. You can read more from him at his blog “Moore Perspective.”