Student background characteristics are less strongly related to promotion power scores than to status measures¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2021 · checked against its sources 2026-10-09 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Student background characteristics were less strongly related to promotion power scores than to status measures such as graduation rate and college enrollment rate. → Max Gross 2021
Evidence¶
Max Gross 2021¶
Max Gross, Menbere Shiferaw, Jonah Deutsch, Brian Gill. (2021). Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia. Regional Educational Laboratory Mid-Atlantic, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs
q2 · i? · associational · r?
Observational comparison of associations between student background characteristics and promotion power scores versus status measures. The study reports the weaker association with promotion power and suggests "high schools serving differing student populations can show strong promotion power"; no coefficients are printed.
"Student background characteristics were less strongly related to promotion power scores than to status measures, suggesting that high schools serving differing student populations can show strong promotion power."
Discussion¶
Related Claims¶
- DC public high schools show wide variation in promotion power for college-ready SAT scores, graduation, and college enrollment — related
- Schools with high promotion power for high school graduation tended also to have high promotion power for college enrollment — related
- Teachers in districts with large fractions of disadvantaged students receive lower value-added ratings when student background characteristics are omitted — related
- There was substantial variation among charter high schools on test scores, college enrollment, and college selectivity—more variation than among non-charter schools once incoming characteristics were controlled — related
- Louisiana high schools vary widely in their success in promoting graduation, college enrollment, and earnings — related
- Promotion power measures are designed to permit fair comparisons of schools serving different student populations — related
- Promotion power measures substantially reduce or eliminate the relationship between student poverty and a school's measure of performance — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
background-less-related-promotion-power-than-status |
title |
Student background characteristics are less strongly related to promotion power scores than to status measures |
description |
Student background characteristics are less strongly related to promotion power scores than to status measures |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
source_checked |
2026-10-09 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — max-gross-2021 |
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