Well-designed education evaluation systems have the potential to catalyze important educator compensation reforms and drive improved teacher retention and student performance, as major American districts such as Dallas and DC have shown. In the design of their systems, consideration was given to student outcomes, type of school, and desired long-term impact on their educator workforce. This essay outlines how school districts could tackle these research-based reforms, particularly for their highest-need schools, but only if they are willing to properly design human capital systems in ways that are not always popular.
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