Dissertation Proposal Announcement Ed.D. Program: Cesar Rainho “Do Teacher Evaluations Matter? A Quantitative Analysis of the Danielson Framework for Teaching and Student Achievement”

4:30 pm - 5:30 pm
Online

High-quality teachers have been shown to increase student success; however, teacher quality varies widely. Teacher evaluation systems are designed to monitor and promote teacher quality and provide meaningful measures of teacher performance. However, questions remain regarding the accuracy and validity of teacher evaluations and the extent to which evaluation ratings are associated with student achievement.

This quantitative study will examine the relationship between teacher evaluation scores from a common teacher evaluation system, the Danielson Framework for Teaching
(DFFT), and student achievement. Specifically, this study examines Domains II and III of the 2022 Danielson Framework for Teaching (DFFT) and student achievement in grades 9–12 English Language Arts (ELA) at Franklin High School. The study will also examine whether relationships between teacher evaluation scores and student achievement differ between ratings generated using the 2011 and 2022 versions of the DFFT. Student achievement will be measured using benchmark assessments and standardized NJSLA results. Descriptive statistics will be used to examine the distributions of teacher evaluation and student achievement scores and differences across selected demographic and grade-level groups.

Pearson correlations will be conducted to determine the strength and direction of relationships between components of Domains II and III and student achievement. Multiple regression analyses will then examine the extent to which teacher evaluation scores predict performance on benchmark and standardized assessments. Additional regression analyses will assess whether the relationship between evaluation ratings and student achievement differs between the 2011 and 2022 DFFT rubrics.

Findings from this study may contribute to understanding the validity and utility of teacher evaluation data, particularly when evaluation results are used to inform professional growth and high-stakes personnel decisions. The study may also provide insight into whether revisions incorporated into the 2022 DFFT produce evaluation ratings that more meaningfully reflect instructional effectiveness and address concerns regarding equity and potential bias in teacher evaluation.

To attend this event virtually and for more information, please contact academic.services@gse.rutgers.edu. Please submit requests at least 48 hours before the event. Requests received less than 48 hours in advance may not be accommodated in time.