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Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks

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Title: Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks
Language: English
Authors: Mayger, Linda K. (ORCID 0000-0002-5462-0999)
Source: Educational Evaluation and Policy Analysis. Jun 2023 45(2):336-364.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 29
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Public Policy, Educational Policy, Teacher Evaluation, Guides, State Policy, Research Utilization, Advocacy, Technical Assistance, Bias, Policy Formation, Student Educational Objectives, Merit Pay, Teacher Effectiveness
DOI: 10.3102/01623737221120578
ISSN: 0162-3737
1935-1062
Abstract: Recognizing the need for scientific fidelity and balanced representation in the evidence that informs public policy, this study investigates technical and issue bias in 43 policy briefs and state handbooks that provided information about the use of Student Learning Objectives to evaluate teachers' performance. The author uses multiple qualitative methods to categorize the contributors to the focal documents, identify the evidence they drew upon, and determine how they represented the information to their targeted audiences. The study reinforces the findings of prior research by documenting the outsized impact of advocacy groups in a policy-related evidence base. The results make an important addition to the scholarly literature by cataloging an array of technical assistance providers that translated and disseminated evidence to decision makers and spotlighting the various ways biased information appeared in the publications. Throughout, the study reinforces how incentives and timing shape evidence production and use in policymaking.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1375508
Database: ERIC
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Recognizing the need for scientific fidelity and balanced representation in the evidence that informs public policy, this study investigates technical and issue bias in 43 policy briefs and state handbooks that provided information about the use of Student Learning Objectives to evaluate teachers' performance. The author uses multiple qualitative methods to categorize the contributors to the focal documents, identify the evidence they drew upon, and determine how they represented the information to their targeted audiences. The study reinforces the findings of prior research by documenting the outsized impact of advocacy groups in a policy-related evidence base. The results make an important addition to the scholarly literature by cataloging an array of technical assistance providers that translated and disseminated evidence to decision makers and spotlighting the various ways biased information appeared in the publications. Throughout, the study reinforces how incentives and timing shape evidence production and use in policymaking.
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      – SubjectFull: Educational Policy
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      – SubjectFull: Teacher Evaluation
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      – SubjectFull: Guides
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      – SubjectFull: State Policy
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      – SubjectFull: Bias
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      – SubjectFull: Student Educational Objectives
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      – SubjectFull: Merit Pay
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      – SubjectFull: Teacher Effectiveness
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      – TitleFull: Evaluating Technical and Issue Bias in Teacher Evaluation Policy Briefs and State Handbooks
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