By Kate Walsh, NCTQ
New research from the National Council on Teacher Quality (NCTQ) reports that an alarming number of states have retreated from their relatively new educator evaluation policies—many of which were the result of back-breaking work by PIE Network members over the last decade.
Since 2015, over 30 states have backtracked on at least one of the key components of their recently revamped evaluation systems, with some abandoning them altogether (notably Kentucky and the District of Columbia, with Oklahoma and Wyoming not far behind).
Most troubling, the number of states which currently require districts to consider objective measures of student learning in teacher and principal evaluation ratings has declined from a high of 43 states just four years ago down to 34 states today. The number would be even lower except that two states bucked the trend (Alabama and Texas) and now require objective measures to be used.
States’ reasons for making these policy changes vary. Nevertheless, ESEA reauthorization in 2015 marks a notable inflection point. It signaled the end of a period of heightened federal activity that included specific incentives for states to develop and implement more objective evaluation systems. In the absence of these incentives, much of the momentum behind adopting and implementing more rigorous educator evaluation systems ground to a halt.
NCTQ breaks down the data on each state and the changes they made here.