This dissertation examined the College-Ready Teaching Framework (CRTF), a multiple measure teacher effectiveness rubric created by Green Dot Public Schools. The purpose of the dissertation was to determine whether or not the CRTF as a whole or in part could account for differences in student outcomes (California Standards Test [CST] scores, student growth percentile [SGP], andg rade point average [GPA]). The study included teachers and students at Green Dot during the2012-2013 school year. Correlational analyses were used to determine if there was a relationship between student achievement outcomes and the CRTF. Factor analysis was used to discover other Factors in addition to the CRTF’s original five Domains. Multiple regression and step-wise regression were employed to determine if a combination of indicators, Domains, or Factors could predict student scores.
The results of the findings showed that overall there were no relationships between Teacher Effectiveness Score (TES), Teacher Observation Score (TObs), and student outcome metrics (SGP, CST, and GPA). Disaggregating the dataset for math, science, and history separately, however, moderate relationships emerged between TES, TObs, SGP, andCST. Four additional Factors emerged from factor analysis that were similar to the original theoretical Domains created by CRTF designers; however. neither the original Domains nor the additional Factors were related to student outcomes. Finally, no regression model was found to hold any practical significance as no combination of indicators, Domains, or Factors accounted for more than 19.5% of the variation in student outcomes. The findings of this study are largely consistent with similar studies in the research literature where correlation analysis has been promising, yet inconsistent. The results of this study represent the addition of the CRTF to the research literature. Future research on the study of the effect of professional development and the impact of various weights of the CRTF composite score are recommended.
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