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We know that teachers are the single most important school-based factor affecting student learning (Rice, 2003). Ensuring that students in all schools have access to effective teachers is critical for academic success.
Yet, as in many other school districts, high-poverty schools in DCPS have fewer highly effective teachers compared with lower poverty schools (Gordon, Kane, & Staiger, 2006; Jackson, 2013; Sass et al., 2012).
As the graph above shows, teachers in high-poverty schools in DCPS have fewer years of experience in the system. ...
If you know that someone is coming into your classroom to observe you and that will influence your rating (and thus your salary and your job), and you don’t know if a certain student will have a bad day and act out, that’s stressful.
To be clear, it’s not wrong to have rigorous teacher evaluation systems—but in a school district like DCPS, with relatively few ineffective teachers to begin with, why is weeding out teachers the most talked-about policy solution when it also results in losing effective ones as well?
In a city where competition rules the day in so many things, including our public schools, collaboration may seem old-fashioned. But to recruit, and retain, effective teachers in low-income schools, collaboration is the first, perhaps most important, step.