NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

NBER Working Papers by Eric S. Taylor

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Working Papers

March 2011The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers
with Eric S. Taylor, John H. Tyler: w16877
The effect of evaluation on employee performance is traditionally studied in the context of the principal-agent problem. Evaluation can, however, also be characterized as an investment in the evaluated employee’s human capital. We study a sample of mid-career public school teachers where we can consider these two types of evaluation effect separately. Employee evaluation is a particularly salient topic in public schools where teacher effectiveness varies substantially and where teacher evaluation itself is increasingly a focus of public policy proposals. We find evidence that a quality classroom-observation-based evaluation and performance measures can improve mid-career teacher performance both during the period of evaluation, consistent with the traditional predictions; and in subsequent...
July 2010Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools
with Jonah E. Rockoff, Douglas O. Staiger, Thomas J. Kane, Eric S. Taylor: w16240
The evidence that productivity varies greatly across teachers has given rise to the idea that student achievement data should be included in performance evaluation, despite limited empirical evidence on subjective evaluation or the use of objective performance measures in U.S. public schools. In this paper, we examine the results of a randomized pilot program in which school principals were provided with estimates of the performance of individual teachers in raising their students’ test scores in math and English. Our analysis establishes several facts consistent with a simple Bayesian learning model of employee evaluation in the presence of imperfect information. First, objective teacher performance estimates based on student data and principals’ prior beliefs are positively correlated...
March 2010Identifying Effective Classroom Practices Using Student Achievement Data
with Thomas J. Kane, Eric S. Taylor, John H. Tyler, Amy L. Wooten: w15803
Recent research has confirmed both the importance of teachers in producing student achievement growth and in the variability across teachers in the ability to do that. Such findings raise the stakes on our ability to identify effective teachers and teaching practices. This paper combines information from classroom-based observations and measures of teachers’ ability to improve student achievement as a step toward addressing these challenges. We find that classroom based measures of teaching effectiveness are related in substantial ways to student achievement growth. Our results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers. Our results also offer information on the types ...

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