States’ teacher-evaluation policies have become increasingly stringent over the past few years, the National Council on Teacher Quality reports in its annual roundup, released last week.
Thirty-five states and the District of Columbia now require student achievement to be a “significant” or the “most significant” factor in teacher evaluations, up from 30 in 2011. The number of states requiring achievement to be the most significant factor has jumped from four to 19 in the past four years.
Only 10 states still do not require any objective measures of student achievement to be incorporated into teacher-evaluation results, compared with 28 two years ago.
A version of this article appeared in the November 07, 2013 edition of Education Week as Teacher-Evaluation Policies Becoming More Rigorous