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Teacher evaluation as a policy target for improved student learning: A fifty-state review of statute and regulatory action since NCLB
2009
Education Policy Analysis Archives
This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001. We asked what the policy activity for teacher evaluation is in state statutes and department of education regulations, how these changes in statutes and regulations might affect the practice of teacher evaluation, and what were the implications for instructional supervision from these policy
doi:10.14507/epaa.v17n5.2009
fatcat:zqlr6x6mgrh3ho4jqlbyrmg5yu