Academic and behavioral classroom factors, not student demographics, drive the effect of composition on evaluator ratings¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Prior test scores, GPA, and attendance were the main drivers of rating effects, while most demographic characteristics did not consistently affect evaluator ratings. → Delgado 2026 q3 i? Student survey ratings were somewhat more sensitive to demographics than observation ratings. → Delgado 2026

Evidence¶

Delgado 2026¶

Delgado, W., & Sartain, L. (2026). Classroom composition affects teacher performance ratings. Educational Evaluation and Policy Analysis, 48(2). https://consortium.uchicago.edu/publications/classroom-composition-affects-teacher-performance-ratings

q3 · i? · causal · r2

Decomposition analysis within the same Chicago Public Schools teacher-fixed comparison design. The study reports that "Prior test scores, GPA, and attendance were the main drivers" of rating effects, with demographics inconsistent for observations.

"Prior test scores, GPA, and attendance were the main drivers, while most demographic characteristics (race, income, special education) did not consistently affect evaluator ratings. Student surveys were somewhat more sensitive to demographics."

Discussion¶

Related Claims¶

• The working paper examines the sensitivity and precision of teacher value-added estimates under specifications differing in student-level, peer-level, and double-lagged achievement controls — related
• The paper tests two previously unevaluated VAM model variations: teacher-year level average peer characteristics and demographic variation in the lagged-achievement relationship — related
• Replacing classroom peer characteristics with teacher-level averages and allowing demographics to influence the lagged-achievement relationship have smaller practical consequences than other specification choices — related
• In one quasi-experimental study of Chicago teachers, a classroom one SD higher on a quality index raised the same teacher's observation scores by 0.07 SD and student survey ratings by 0.13 SD — a broader claim this one bears on
• Attendance and effort, more than test scores or demographics, drive course grades, GPA, course failure, graduation, and college readiness — related