Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment

Item

Title

Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment

Abstract/Description

Recent research has demonstrated that elementary school leaders, under pressure to meet benchmarks set by state and federal governments, have begun “staffing to the test,” moving to tested grades and subjects teachers whose previous students made substantive learning gains. This is particularly true in lower-performing schools or schools that recently experienced a drop in performance, as measured by the grade they received from the state accountability system. What is not known, however, is how widespread this phenomenon has become. Moreover, little is known about whether and how performance data is used by administrators of high schools, where scheduling complexity is amplified by graduation requirements, larger enrollments, and credentialing requirements that mandate teachers to be certified in all the subjects that they teach. By surveying high school principals in Florida and Texas, this article attempts to fill this gap.

Author/creator

Cohen-Vogel, Lora

Little, Michael

Fierro, Christine

Date

2019

In publication

Leadership and Policy in Schools

Volume

18

Issue

1

Pages

1-34

Resource type

Research/Scholarly Media

ISSN

1570-0763

DOI

10.1080/15700763.2017.1326146

URL

https://doi.org/10.1080/15700763.2017.1326146

Citation

Cohen-Vogel, L., Little, M., & Fierro, C. (2019). Evidence-Based Staffing in High Schools: Using Student Achievement Data in Teacher Hiring, Evaluation, and Assignment. Leadership and Policy in Schools, 18(1), 1–34. https://doi.org/10.1080/15700763.2017.1326146

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