Historically, educational organizations across the United States have developed and implemented a multitude of teacher evaluation platforms. Modern research highlights two failings of current systems: (1) deficiency to measure teacher quality and inability to differentiate between effective and ineffective instructors (2) lack of bearing on the development of a highly skilled teacher workforce (Toch & Rothman, 2008).  In an attempt to improve the education system and strengthen its decision-making context, in 2011, the State of Florida embarked on a mission to transform the state's teacher evaluation methods. The Value-Added Model teacher evaluation strategy was constructed on a framework of ten covariates. However, this framework has omitted socioeconomic and ethnographic variables, which recent findings deem to be essential on preserving equity in education.

 

 

 

 

The intent of this research is to propose the need for a more comprehensive research framework that will extend Florida’s current evaluation model to consider socio-economic and ethnographic implications.