Matthew P. Steinberg|Rachel Garrett
Classroom Composition and Measured Teacher Performance
California University of Pennsylvania|American Institutes for Research
states districts implement rigorous teacher evaluation systems measures teacher performance increasingly used support instruction inform retention decisions classroom observations take central role systems accounting majority teacher ratings upon accountability decisions based using data measures effective teaching study explore extent classroom composition influences measured teacher performance based classroom observation scores context teachers workmost notably incoming academic performance studentsplays critical role determining teachers measured performance furthermore intentional sorting teachers students significant influence measured performance implications highstakes teacher accountability policies discussed