The evaluation of public school teachers could be fairly assessed when it also considers school resources, according to a recent study.

Researchers at the University of Missouri-Columbia found that a "proportional" system would level the playing field among teachers who work with students from different socioeconomic backgrounds.

"One of the biggest criticisms of proposed teacher evaluations is that teachers in less wealthy districts with fewer resources will be unfairly evaluated in relation to teachers with access to more resources," researcher Cory Koedel, an associate professor of economics and public policy, said in a statement. "By leveling the playing field among all teachers, we can mitigate this issue."

For the study, Koedel and his colleagues examined three types of evaluation plans and concluded that a "proportional" plan is the most effective and equitable solution. Koedel also said that a proportional system would encourage all teachers to reach their full potential when teaching their students.

"Based on evidence from past research in economics, we know that if teachers who teach in disadvantaged districts know that they have little chance of being recognized for their good work, they will be less motivated," Koedel said. "Also, teachers at wealthier schools may also be less motivated if they know that they have a good chance of receiving positive reviews based only on where they work. Giving all teachers an equal opportunity to be recognized as effective or ineffective would increase effort throughout the workforce, which would be a win for students in K-12 school."

The findings will be detailed in the journal Educational Policy.