District of Columbia Public Schools | st St. Street, NE | Washington, DC | T | F | Key Findings of Stanford/UVA IMPACT Study October 2013

Stanford/UVA Study on IMPACT  Co-Authors  Professor Thomas S. Dee, Stanford Graduate School of Education  Professor James Wyckoff, University of Virginia Curry School of Education  Focus of Study  Since December 2011, Professors Dee and Wyckoff have been exploring the effect that DCPS’s teacher evaluation and performance-based compensation systems, IMPACT and IMPACTplus, have had on teacher performance and teacher retention. Background on the Study District of Columbia Public Schools2

Stanford/UVA Study on IMPACT  What is IMPACT?  IMPACT is the teacher evaluation system for the District of Columbia Public Schools. It was launched in the fall of  How are teachers evaluated under IMPACT?  Four factors: student progress, classroom practice, collaboration, and professionalism  What kinds of support do teachers receive?  Written feedback along with a conference to discuss next steps for growth after after each observation  Targeted support from school-based instructional coaches  Targeted support from content-based expert teachers called master educators Background on IMPACT District of Columbia Public Schools3

Stanford/UVA Study on IMPACT  What ratings do teachers receive under IMPACT?  There were four possible ratings under IMPACT for the period examined by the study (see below). Note that there are now five ratings (see slide 9). Background on IMPACT (continued) District of Columbia Public Schools4 Ineffective Minimally Effective Effective Highly Effective 100 Points 175 Points 350 Points 400 Points 250 Points Dismissal after one year Support from instructional coach; pay freeze and subject to dismissal if no improvement after 2 years Support from instructional coach; normal pay progression Bonuses up to $25,000 as well as base salary increases

Stanford/UVA Study on IMPACT The Study’s Key Findings District of Columbia Public Schools5 IMPACT causes teachers to improve. 1 DCPS is retaining its best teachers at very high rates. 2 IMPACT causes many low-performing teachers to leave on their own; those hired to replace them perform better. 3

Stanford/UVA Study on IMPACT Minimally Effective teachers who scored below the Effective threshold improved their performance substantially – 12.6 IMPACT points more than teachers who scored at or above the Effective threshold Highly Effective teachers who were eligible for a permanent pay increase if they maintained their rating for a second consecutive year improved their performance by 10.9 IMPACT points Finding #1: IMPACT causes teachers to improve. District of Columbia Public Schools6 “We find strong evidence that this system causes meaningful increases in teacher performance.” - Professor James Wyckoff, Study Co-Author

Stanford/UVA Study on IMPACT Finding #2: DCPS is retaining its best teachers at very high rates. District of Columbia Public Schools7 DCPS retained 92% of teachers who were rated Highly Effective. In contrast, only 59% of teachers rated Minimally Effective were retained. 59% 92% 86% % of Teachers Retained, and

Stanford/UVA Study on IMPACT Finding #3: IMPACT causes many low-performing teachers to leave on their own; those hired to replace them perform better. District of Columbia Public Schools8 Teachers hired in the school year substantially outperformed those who left DCPS in IMPACT Points IMPACT Scores

Stanford/UVA Study on IMPACT DevelopingEffective Highly Effective 100 Points 200 Points 300 Points 350 Points 400 Points 250 Points Ineffective Minimally Effective Effective Highly Effective 100 Points 175 Points 350 Points 400 Points 250 Points Minimally Effective Appendix: Changes to IMPACT Ratings for District of Columbia Public Schools9