Teacher Evaluation and Retention of Teachers Based on Student Achievement in Rural Alaska


  • Gary Jacobsen University of Alaska Fairbanks


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.

Author Biography

Gary Jacobsen, University of Alaska Fairbanks

Assistant Professor Secondary Education, School of Education, University of Alaska Fairbanks






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