Effects of DPAS II Component V on Teacher Attrition in the Indian River School District

摘要

Teacher accountability in the classroom is the topic of discussion that often involves linking teacher performance evaluations to student performance on standardized tests. In theory, these test-based systems were designed to hold teachers directly accountable for student learning outcomes resulting in improved test scores. This study examined whether Delaware's standardized test-based teacher performance evaluation system, DPAS II Component V, had a contributing effect on teacher attrition rates in the Indian River School District. The study explored how effective teachers believed Component V was in supporting student growth, how confident teachers were in administrative processes, and how accurately Component V measured their respective classroom performances. Factors examined included years of experience, tenure, union membership, prior careers outside of education, and individual understanding of Component V. The goal of the study was to assess whether negative teacher perceptions of Component V was a factor influencing teachers' decision making related to leaving teaching as a profession, seeking a career in education that was non-instructional in nature, or leaving Delaware to teach in another state that does not use a Component V-type system.