High-powered incentives, linked to teacher evaluations, drive improvements in teacher performance in D.C. public schools

IMPACT, the controversial teacher-evaluation system recently introduced in the District of Columbia Public Schools, appears to have caused hundreds of teachers in the district to improve their performance markedly while also encouraging some low-performing teachers to voluntarily leave the district's classrooms, according to a new study from the University of Virginia's Curry School of Education and the Stanford Graduate School of Education.

Read the whole article on Physorg

More from Physorg