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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
The Effectiveness of Tying Teacher Evaluation Policy to Student Achievement in South Korea
Author(s)
Sung Tae Jang
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DOI:10.17265/2161-623X/2016.01.001
Affiliation(s)
University of Minnesota, Minneapolis, USA
ABSTRACT
Experts in the field of educational
policy have identified accountability as an important educational issue. The most
critical debate related to educational accountability has examined the various standards
used to evaluate teachers’ accountability in the United States (U.S.), specifically
in terms of whether student achievement should be included when evaluating teacher
accountability. Similar to the U.S., in South Korea, various governmental efforts
have sought to diversify and solidify standards for teacher evaluation. Debate might emerge as
to whether or not student performance should be included in teacher evaluation in
South Korea in order to emphasize stronger accountability. Thus, this paper examines
how the tie between teacher evaluation and student achievement in South Korea relates
to growth rates in individual student achievement. To this end, this study conducts
a micro-level analysis focusing on the effects of individual
schools’ teacher evaluation policy on individual students’ achievement. The analysis
uses 2,655 teachers in 150 middle schools as well as data on 5,677 middle school
students’ math and reading test scores from the Korean Educational Longitudinal
Study (KELS), implemented by the Korean Educational Development Institute (KEDI).
This study provides insights into the implications of teacher evaluation policies
in South Korea by highlighting the effectiveness of tying such a policy to changes
in students’ achievement. This examination speaks
to the timeliness of research in terms of including students’ achievement in the
teacher evaluation policy, which is also
closely related to other policy changes, such as performance-pay systems in school
organizations.
KEYWORDS
teacher evaluation policy, teacher accountability, policy effects, longitudinal analysis
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