Grading Teacher Performance Appraisal Systems: Understanding the Implications of Student Test Scores and Performance Information Use

Abstract

Abstract Accountability and performance management scholars have called for more attention to the micro-level consequences of performance regimes, including the effects of performance information use. Reflecting these themes, this study considers the degree to which accountability regimes in schools, imposed by U.S. states, and encouraged by the federal government, relate to teachers’ job satisfaction and turnover intentions. Using data from the 2015 to 2016 National Teacher and Principal Survey, we consider the degree to which the following relate to teacher attitudes: (1) the inclusion of student achievement growth on standardized tests in teacher performance appraisals, (2) using additional sources of performance information in the appraisal beyond the student achievement scores, and (3) the differential effects of developmental and administrative uses of appraisal ratings. Our results show that when schools include student growth on standardized tests in appraisals, teachers report lower satisfaction and a higher turnover intention. Using additional sources of performance information, however, relates to improved satisfaction and decreased turnover intentions. Using student standardized test information to inform both positive and negative administrative consequences is associated with lower satisfaction but is not associated with turnover intentions.