Tenure: Mississippi
Retaining Effective Teachers Policy
Analysis of Mississippi's policies
Link to Evidence of Effectiveness: Mississippi does not connect tenure decisions to evidence of teacher effectiveness.
Basis for Tenure: Mississippi awards nonprobationary status automatically after the probationary period; it is not based on an additional process that evaluates cumulative evidence of teacher effectiveness. Although not referred to as "tenure," awarding nonprobationary status has the same implications.
Recommendations for Mississippi
Ensure that tenure decisions are based on evidence of effectiveness.
Mississippi should make cumulative evidence of effectiveness, rather than number of years in the classroom, the basis for awarding teachers the leap in professional standing that tenure represents.
State response to our analysis
Mississippi asserted that NCTQ's definition of tenure is unclear and holds an assumption that nonprobationary status equates to tenure, which is problematic because the state of Mississippi is a "Right to Work" state.
Updated: March 2021
Last word
For the purposes of this goal, the term "tenure" refers to the point at which a teacher is granted nonprobationary or continuing contract status.
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How we graded
9B: Tenure
- Evidence of Effectiveness: The state should require:
- That tenure decisions be based on cumulative evidence of teacher effectiveness in the classroom, as measured by objective evidence of student growth.
- Full credit: The state will earn full credit if it bases tenure requirements on a process that evaluates cumulative evidence of effectiveness, and if the state's evaluation system requires the inclusion of student growth.
- Three-quarter credit: The state will earn three-quarters of a point if it bases tenure requirements on evidence of effectiveness, as measured by student growth, but does not use cumulative evidence of effectiveness.
- One-quarter credit: The state will earn one-quarter of a point if an evaluation process exists for granting teachers tenure, but the process does not require evidence of student growth.
Research rationale
Tenure should be a significant and consequential milestone in a teacher's career. The decision to give teachers tenure (or permanent status) is usually made automatically, with little thought, deliberation or consideration of actual performance.[1] State policy should reflect the fact that initial certification is temporary and probationary, and that tenure is intended to be a significant reward for teachers who have consistently shown effectiveness and commitment.[2] Tenure and advanced certification are not rights implied by the conferring of an initial teaching certificate. No other profession, including higher education, offers practitioners tenure after only a few years of working in the field.[3]
States should also ensure that evidence of effectiveness is the preponderant (but not the only) criterion for making tenure decisions.[4] Most states confer tenure at a point that is too early for the collection of sufficient and adequate data that reflect teacher performance. Ideally, states would accumulate such data for four to five years. This robust data set would prevent effective teachers from being unfairly denied tenure based on too little data and ineffective teachers from being granted tenure.
[1] For evidence on the potential benefits of eliminating automatic tenure, articulating a process for granting tenure, and using evidence of effectiveness as criteria for tenure see: Loeb, S., Miller, L. C., & Wyckoff, J. (2015). Performance screens for school improvement: The case of teacher tenure reform in New York City. Educational Researcher, 44(4), 199-212. Retrieved from http://cepa.stanford.edu/sites/default/files/Performance%20Screens.pdf
[2] Gordon, R. J., Kane, T. J., & Staiger, D. (2006). Identifying effective teachers using performance on the job. Washington, DC: Brookings Institution. Retrieved from https://www.brookings.edu/research/identifying-effective-teachers-using-performance-on-the-job/; Goldhaber and Hansen conclude that if districts ensured that the bottom performing 25 percent of all teachers up for tenure each year did not earn it, approximately 13 percent more than current levels, student achievement could be significantly improved. By routinely denying tenure to the bottom 25 percent of eligible teachers, the impact on student achievement would be equivalent to reducing class size across-the-board by 5 students a class. See: Goldhaber, D., & Hansen, M. (2010). Assessing the potential of using value-added estimates of teacher job performance for making tenure decisions (Working Paper 31). National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/uploadedpdf/1001369_assessing_the_potential.pdf
[3] For evidence on the potential of eliminating automatic tenure, articulating a process for granting tenure, and using evidence of effectiveness as criteria for tenure, see: Goldhaber, D., & Hansen, M. (2010). Assessing the potential of using value-added estimates of teacher job performance for making tenure decisions (Working Paper 31). National Center for Analysis of Longitudinal Data in Education Research. Retrieved from http://www.urban.org/uploadedpdf/1001369_assessing_the_potential.pdf
[4] For additional evidence, see: Gordon, R. J., Kane, T. J., & Staiger, D. (2006). Identifying effective teachers using performance on the job. Washington, DC: Brookings Institution. Retrieved from https://www.brookings.edu/research/identifying-effective-teachers-using-performance-on-the-job/