Teacher Evaluation and Retention of Teachers Based on Student Achievement in Rural Alaska
Many states, including Alaska, have recently developed a requirement to include student achievement in the performance evaluation of teachers (State Board of Education Policy 4 AAC 04.200). The view of classroom teachers, administrators, and teacher educators is that there needs to be multiple measures of student achievement and, in some cases, multiple years of data to determine the achievement level of students. There are many variables affecting student achievement over which the teacher has no control, and these may negatively skew the achievement levels used in the teacher’s performance evaluation. The variables will be identified and examined in this article. This application of student achievement measures through standardized achievement affect the recruitment and retention of teachers in Rural Alaska, particularly in schools where there are very low performing students as measured by standardized tests.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication, with the work simultaneously licensed under a Creative Commons License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. The journal has the right to authorize third-party publishers & aggregators to include the Article in databases or other services (EBSCO, Proquest).
d. The journal has the right to share the Article on the Internet, through social media and other means.