Patterns in Teacher Evaluation Ratings by Age, Race, and Gender

The outcomes of teacher evaluations show meaningful difference by the age, race, and gender of teachers, and these differences have persisted over time, according to a new study released today (Oct. 18).

Key Findings:

•    A disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers;

•    While the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted; and

•    The percentage of teachers who improved their ratings did not vary by teacher characteristics.





This descriptive study analyzed teacher characteristics, such as age, race, and gender and teachers' evaluation outcomes in a large, urban district in the Northeast. Descriptive analyses of frequencies were conducted to examine the characteristics, summative performance ratings, and improvement on ratings over time for approximately 3,000 teachers in each year (2012/13, 2013/14, and 2014/15).

Results indicate that a disproportionate percentage of teachers age 50 and older, black teachers, and male teachers were rated below proficient compared to their representation in the total population of teachers.

Examining the data over three years revealed that while the percentage of older teachers, black teachers, and male teachers who received below proficient ratings decreased over time in some cases, the gaps between their ratings and the ratings of their younger, white, and female counterparts persisted.

Moreover, these analyses revealed that the percentage of teachers who improved their ratings during all three year-to-year comparisons did not vary by teacher characteristics, that is, by race, age, or gender.

These results suggest that there are meaningful differences in teachers' evaluation outcomes by age, race, and gender, and that these differences have persisted over time.