The Impact of Integrating Student Learning Objectives in Missouri Teacher Evaluations on Student Academic Achievement

Gallivan, Steven

The Impact of Integrating Student Learning Objectives in Missouri Teacher Evaluations on Student Academic Achievement

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Missouri Department of Elementary and Secondary Education (MODESE) requires districts to follow the Missouri Principles of Effective Evaluation, which utilizes student growth data for teacher evaluation purposes. The purpose of this causal-comparative study was to quantify the impact of integrating student learning objectives (SLOs) in Missouri teacher evaluations on student academic achievement as measured by the Missouri Biology and Government end of course (EOC) exams. The study utilized a 18-question demographic survey to identify Missouri high schools that employed SLOs in teacher evaluations for Biology and Government teachers in the 2014-2015, 2015-2016, and 2016-2017 school years. The study used simple mixed design ANOVA test on the 2015, 2016, and 2017 MPI scores from MODESE’s Biology and Government EOC tests to investigate the impact of the use of SLO’s for teacher evaluation purposes on student academic achievement. The results of the study indicated the use of SLOs in teacher evaluations did not have a statistically significant difference on student achievement on Missouri Biology and Government EOC scores. The study did suggest the type of SLO used, the percentage weight given to SLO data in teacher evaluations, and whether teachers met SLO growth goals did have a medium and large effect size, as measured by partial eta square, on the difference of the variances in the 2016-2017 Missouri Biology and Government EOC scores, even though the differences were not statistically significant. This study adds data to the limited empirical research regarding the use of SLOs in teacher evaluations in Missouri and identified topics of future research regarding the use of student growth data for evaluation purposes.

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