Teacher Evaluation

As part of its ongoing research on teacher evaluation, the University of Chicago Consortium on School Research (UChicago Consortium) is conducting a three-year study of Chicago Public Schools' (CPS) new teacher evaluation system, REACH. This study began in the 2016-17 school year and will continue through 2019. CPS and the Chicago Teachers Union (CTU) are committed to being active partners in this study. The study is funded by the Joyce Foundation and the Spencer Foundation. The purpose of the study is to understand the benefits and limitations of REACH as a tool for instructional improvement and data-based decision making.

A large component of the study is interviewing principals and teachers in six CPS schools where teachers rate their principals as being very strong instructional leaders. These perspectives will help us to understand how teachers go about making improvements to instruction and how principals support them in their pursuits. Further, we will learn from principals about how they approach hiring and staffing their schools, as well as from teachers about how they think about their career paths. Participating schools, principals, and teachers will be kept confidential.

We will also analyze personnel and evaluation data from 2012-13 to today, as well as surveys of administrators and teachers. Administrator surveys are part of the UChicago Consortium's annual principal survey and teacher surveys are part of CPS's My Voice, My School survey.

If you have any questions about the study, contact Jennie Y. Jiang at

Highlights of Previous Consoritum Research on Teacher Evaluation

Teacher Evaluation in Chicago: Key Findings from Consortium Research (2016)

Teacher Evaluation in Chicago: Differences in Observation and Value-Added Scores by Teacher, Student, and School Characteristics (2016)

Teacher Evaluation in Practice: Year 2 Teacher and Administrator Perceptions of REACH (2014)

Teacher Evaluation in Practice: Implementing Chicago's REACH Students (2013)

Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation (2011)