More Thoughts on Interpreting Educational/Economic Research: DC Impact Study
Posted on October 17, 2013
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Today brings us yet another opportunity to apply common sense interpretation to an otherwise seemingly complex research study – this time on the “effectiveness” of the DC Impact teacher evaluation system on improving teaching quality in the district. The study, by some of my favorite researchers (no sarcasm here, these are good, thoughtful individuals who do high quality work) is nicely described in the New York Times Economix Blog section:
To study the program’s effect, the researchers compared teachers whose evaluation scores were very close to the threshold for being considered a high performer or a low performer. This general method is common in social science. It assumes that little actual difference exists between a teacher at, say, the 16th percentile and the 15.9th percentile, even if they fall on either side of the threshold. Holding all else equal, the researchers can then assume that differences between teachers on either side of the threshold stem from the threshold itself.The results suggest that the program had perhaps its largest effect on the rate at which low-performing teachers left the school system. About 20 percent of teachers just above the threshold for low performance left the school system at the end of a year; the probability that a teacher just below the threshold would quit
