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"We Don't Judge Teachers by Numbers Alone -- The Same Should Go for Schools

Yet we all know the downsides of the narrow focus on reading and math scores in grades three through eight and once in high school. This regimen puts enormous pressure on schools to ignore or exclude other important subjects (art, music, history, even science). It penalizes schools with an educational strategy that succeeds in the long term but doesn't produce sky-high scores now. (I'm thinking of Waldorf schools, for instance, such as the preschool my son attends.) And it undervalues other important contributions that schools make, such as to students' character development and social skills. 

When it comes to evaluating teachers, there is wide agreement that we need to look at student achievement results -- but not exclusively. Teaching is a very human act; evaluating good teaching takes human judgment -- and the teacher's role in the school's life, and her students' lives, goes beyond measurable academic gains. Thus the interest in regular observations by principals and/or master teachers. These folks can pick up on nuances missed by the value-added data -- plus can provide actionable feedback to instructors so that they can improve their craft. (Harrison School District Two in Colorado has one of the best plans in this regard.)."

aqui.