The Effects of More Frequent Observations on Student Achievement Scores: A Regression Discontinuity Design Using Evidence from Tennessee

Abstract

In the early 2010s, Tennessee adopted a new teacher evaluation system. Recent research finds Tennessee teacher effectiveness substantially and rapidly improved after this reform. However, there is little empirical research exploring which components of the reformed system might have contributed to this growth. Using longitudinal data, I apply a local regression discontinuity design to identify the effects of more frequent classroom observations, a cornerstone of Tennessee evaluation reform, on average student achievement scores. Much of the identifying variation is associated with an increase from one to two policy-assigned observations per year, potentially limiting the generalizability of results. However, most Tennessee teachers are assigned one or two observations by state policy, making this a margin of primary interest in the Tennessee context. Among teachers included in the research design, there is no evidence the receipt of an additional observation per year improved teacher effectiveness. Descriptive analyses suggest weak implementation of observational processes may explain the absence of positive effects.

Suggested Citation

Hunter, S.B. (2019). The Effects of More Frequent Observations on Student Achievement Scores: A Regression Discontinuity Design Using Evidence from Tennessee. (Tennessee Education Research Alliance Working Paper No. 2019-04).