While every parent wants as much information as possible to do what is best for their child, it doesn’t mean that parents have the right to their child’s teacher’s evaluation data. That information should only be used by administrators to support the continuous improvement of their teachers and make more informed decisions on which teachers are best suited to teach which students. As I argue in Trends in Teacher Evaluations, this is the best way teacher evaluation systems can improve the effectiveness of all teachers. On the other hand, providing individual teacher evaluation data to parents, as one parent in Virginia is going to court over, will likely lead to a pitchfork mentality where parents will demand their child be placed in the highest rated teacher’s class and that low performing teachers be fired without any context on what the evaluation results actually mean.
Such rush to judgments on evaluating talent happens all too often by those only looking at the short-term gains. Sports provides the most vivid examples of this phenomena. One of the best examples is when the Boston Red Sox brought up Dustin Pedroia to play second base in 2007. But Pedroia’s numbers were downright awful the first month of the season and fans wanted him replaced. However, the manager kept playing him despite the bad numbers because his experience showed him that Padroia would someday become a very good player. And the manager was right; Padroia went on to win the Rookie of the Year award in 2007 and the American League’s MVP award the next. This illustrates how data is most effective in the hands of those who not only know how to use the data correctly but will use the data for the best possible outcomes in the long-term.
This isn’t to say that parents shouldn’t have any information about the quality of those teaching their children. They certainly should. The question is what information should be provided to parents. This is a question states and districts are still struggling with. Some states provide aggregate teacher effectiveness data by school while others notify parents that their child is being taught by a teacher rated as ineffective for multiple years in a row. There is no right answer to what information parents should have but it is clear just handing parents a teacher’s evaluation data would do more harm than good.
A far more effective strategy, would be for parents, teachers and policymakers to come together to find the best solution for all involved. Together they can come to an agreement on what not only is best for individual students in the short-term but what will allow for what is best for all students in the long-term. – Jim Hull