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43 J.L. & Educ. 463 (2014)
An Analysis of the Policy, Research, and Legal Issues Surrounding the Exclusion of Charter Schools from the Teacher Evaluation Revolution

handle is hein.journals/jle43 and id is 481 raw text is: An Analysis of the Policy, Research, and Legal
Issues Surrounding the Exclusion of Charter
Schools from the Teacher Evaluation
Revolution
PRESTON C. GREEN III*, MORGAEN L. DONALDSON**, and
JOSEPH 0. OLUWOLE***
I. INTRODUCTION
There is general consensus that teachers have a significant impact on
student achievement.' According to the New Teacher Project, [a] few
years with effective teachers can put even the most disadvantaged students
on the path to college.2 By contrast, [a] few years with ineffective teach-
ers can deal students an academic blow from which they never recover.
However, traditional teacher evaluation systems suffer from a number of
design flaws that prevent all students from obtaining quality instruction.!
One problem is that traditional teacher evaluation systems have rarely
focused on student academic progress; instead, they have focused on
superficial considerations, like bufletin board presentations, that have lit-
tle impact on student learning.' Another problem is that schools infre-
quently use the results of teacher evaluation systems to make decisions
about compensation, tenure, and promotion.' Because of these concerns,
states have revised their teacher evaluations in a number of ways includ-
ing the following: (1) including objective measures of student learning; (2)
*John and Carla Klein Professor of Urban Education, Professor of Educational Leadership
and Law, University of Connecticut.
**Assistant Professor of Educational Leadership, University of Connecticut.
***Associate Professor of Education. Montclair State University.
1. The New Teacher Project, Teacher Evaluation 2.0, 1 (2010), available at http://tntp.org/
assets/documents/Teacher-Evaluation-Oct I OF.pdf?files/Teacher-Evaluation-OctI OEpdf.
2. Id. at ii.
3. Id.
4. Id.
5. Id. at 1.
6. Id.

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