Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation
Year: 2017
Type: article
Study design: Observational Study
Abstract: The purpose of this study was to examine teacher perceptions of the ceiling-effect with their gifted students and how this impacted those students' ability to show growth with their value-added scores on state assessments.Furthermore, the impact that failing to show growth in terms of value-added scores had on teachers' evaluations was explored.Since teachers of math in grades 4-6 now have their students' scores used as part of their evaluations, this study was conducted at a great time in terms of sharing the results with those in the educational community.A quantitative, non-experimental approach was taken that focuses on teacher responses on a survey that includes their perceptions, value-added scores and teacher evaluation rating.Due to concerns with confidentiality, all identifiable information was removed from these responses.Based on this study, regular classroom teachers with high quality professional development had the highest average value-added score which was even higher than replacement courses taught by gifted intervention specialists.Teacher perceptions of working with gifted students showed no significant effect on student growth as seen in value-added scores or teachers' summative OTES evaluation rating.
Author: Brian T Billings
Institution: University of Findlay
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2690717648