NYS Teacher Evaluation Flawed Says Study

New York’s first attempt to grade teachers on their students’ progress was flawed in several key ways, a new study commissioned by the Lower Hudson Council of School Superintendents says.

The state’s formula gave less credit to teachers serving disadvantaged students, judged some teachers on the performance of too few students, failed to measure key variables such as student mobility and did not clearly signal how schools can assist teachers or students, the study found.

The assessments did not accurately measure the value of teachers whose students are in poverty, in special education or speak limited English.

Several issues raised in the study have been or will be addressed according to the New York state Education Department.