The proposal by Governor Cuomo for 50 percent of a teacher's performance evaluation to be determined by standardized test results is seriously flawed, since the most significant factor in intelligence has been shown to be genetic variables upon individual and group IQ differences.
Environmental risk factors, such as minority status and family size, may influence a child's IQ, but they are not determinant.
The most plausible explanation for student cognitive development is a social cognitive theory of self-regulation, in which a student's scholastic achievements are influenced primarily by the student's self-confidence and outcome expectancy.
It is a quasi-scientific statistical paradigm to measure a teacher's performance by a student's longitudinal test score development.
In-class peer observations of teachers is the only way to soundly evaluate an educator's performance irrespective of the diverse instructional processes employed by different educators to facilitate students' learning.
The 50-50 teacher evaluation system of Cuomo neglects the most significant determinants of student cognitive growth: genetics, student self-regulation, and intrinsic motivation of the learner.
Social engineering of teachers and students is neither scientifically nor politically sound.
Joseph N. Manago