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Good Teaching, Poor Test Scores: Doubt Cast On Grading Teachers By Student Performance

In the first large-scale analysis of new systems that evaluate teachers based partly on student test scores, two researchers found little or no correlation between quality teaching and the appraisals teachers received.

The study, published Tuesday in Educational Evaluation and Policy Analysis, a peer-reviewed journal of the American Educational Research Association, is the latest in a growing body of research that has cast doubt on whether it is possible for states to use empirical data in identifying good and bad teachers.

“The concern is that these state tests and these measures of evaluating teachers don’t really seem to be associated with the things we think of as defining good teaching,” said Morgan S. Polikoff, an assistant professor of education at the Rossier School of Education at the University of Southern California. He worked on the analysis with Andrew C. Porter, dean and professor of education at the Graduate School of Education at the University of Pennsylvania.