Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · not yet checked against its sources · 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? Controlling for two classroom characteristics—mean classroom achievement and its standard deviation—may reduce tracking bias for middle school math teachers. → Ali Protik 2013
Evidence¶
Ali Protik 2013¶
Ali Protik, Elias Walsh, Alexandra Resch, Eric Isenberg, Emma Kopa. (2013). Does Tracking of Students Bias Value-Added Estimates for Teachers? Working Paper 15. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/does-tracking-of-students-bias-value-added-estimates-for-teachers
q2 · i? · associational · r?
Observational analysis of urban school district data comparing value-added specifications. The paper reports that accounting for "mean classroom achievement and the standard deviation of classroom achievement—may reduce bias for middle school math teachers."
"Accounting for two classroom characteristics—mean classroom achievement and the standard deviation of classroom achievement—may reduce bias for middle school math teachers"
Discussion¶
Related Claims¶
- Including track indicators and classroom achievement controls simultaneously reduces precision of value-added estimates — related
- Including track indicators in value-added models may reduce tracking-related bias for high school reading teachers — related
- Detecting that students are tracked to teachers does not necessarily imply bias in teacher effectiveness estimates — related
- 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 — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-achievement-controls-reduce-bias-middle-school-math |
title |
Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers |
description |
Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ali-protik-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.