Disparities in access to effective teaching between disadvantaged and non-disadvantaged students varied widely across the 29 districts studied¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q3 i? The size of the differences in effective teaching between disadvantaged and non-disadvantaged students varied across the 29 districts, ranging from no statistically significant difference to a difference equivalent to 13 weeks of learning in reading and math in grades 4 through 8. → Jeffrey Max 2014

q2 i? The size of the disparity in effective teaching between disadvantaged and non-disadvantaged students varied across the 29 districts, ranging from no statistically significant difference to a difference equivalent to 13 weeks of learning in reading and math. → Jeffrey Max 2014

Evidence¶

Jeffrey Max 2014¶

Jeffrey Max, Steven Glazerman. (2014). Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Technical Appendix). Washington, DC: Institute of Education Sciences. https://www.mathematica.org/publications/tech-appen-do-disadvantaged-students-get-less-effective-teaching-key-findings-from-recent

q3 · i? · associational · r?

Cross-district comparison reported in the brief's key findings: district-level disparities in effective teaching ranged from "no statistically significant difference" to a difference "equivalent to 13 weeks of learning in reading and math."

"The disparities for each district ranged from no statistically significant difference to a difference equivalent to 13 weeks of learning in reading and math in grades 4 through 8."

Discussion¶

Related Claims¶

• The average teaching-effectiveness disparity for disadvantaged students equals about four weeks of learning in reading and two weeks in math — related
• Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students — a broader claim this one bears on
• One year of teaching-effectiveness differences is estimated to represent 4 percent of the existing reading achievement gap and 2 to 3 percent of the math gap — related
• The most extreme district disparity: District A's high-poverty middle schools had about 1 in 20 highest-performing math teachers versus about 12 in 20 in the lowest-poverty quintile — a narrower finding that bears on this claim