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Establishing a Framework for Evaluation and Teacher Incentives

Considerations for Mexico

image of Establishing a Framework for Evaluation and Teacher Incentives

Countries with underperforming education systems are recognising that effective reform is vital. But what types of programmes are likely to be effective, and how can they be implemented given local norms and conditions? This report focuses on evaluation, assessment and teacher incentives and attempts to answer these important questions for Mexico and, by extension, other OECD member and partner countries.

A public policy framework for education reform is first presented, followed by specifics on evaluation systems, student assessment instruments, school value-added considerations, and teacher evaluation and incentive plans. Dozens of policy findings and recommendations follow each of the six core chapters, including six key policy dimensions of effective education reform and an 11-step plan for improving teacher evaluation and incentives.

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Incentives for In-Service Teachers

As discussed briefly in the previous chapter, research evidence has confirmed the importance of quality teachers to student learning (OECD, 2009a, 2005). Research in the United States dating back almost 20 years found that students whose teachers are at the top of the effectiveness range achieve as much as an additional year of growth in learning when compared with those students whose teacher is near the bottom of the range (Hanushek, 1992). In another often cited study based on data sets from Tennessee, United States, researchers found that if two similarly performing students in Grade 2 of primary school are assigned to high and lowperforming teachers for each of the subsequent three years, the difference in their performance at the end of the three years may be as much as 54 percentile points (Sanders and Rivers, 1996). The most recent thinking regarding effective educational systems has confirmed that the quality of an educational system cannot exceed the quality of its teachers (OECD, 2009a; McKinsey & Company, 2007). In the face of increasing international competition and economic downturn, however, governments are increasingly being forced to do more with less. In addition to attracting and retaining the most qualified professionals into the teaching profession, one important challenge becomes how educational systems can motivate and support teachers already in service to improve performance and increase student achievement.

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