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¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2026 · 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.
q3 i0 Teachers received higher ratings when assigned students with higher prior achievement, more regular attendance, and fewer behavioral challenges. → Delgado 2026
q3 i0 A one SD increase in the classroom quality index raised classroom observation scores by 0.07 SD and student survey ratings by 0.13 SD. → 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 · i0 · causal · r2
Quasi-experimental analysis of five years of Chicago Public Schools administrative and survey data comparing the same teacher across years as classroom composition changed, holding teacher and school constant. The study reports the index "raised classroom observation scores by 0.07 SD and student survey ratings by 0.13 SD" — printed standardized effects below d = 0.2.
"A one standard deviation (SD) increase in classroom quality index (based on baseline academic and behavioral measures) raised classroom observation scores by 0.07 SD and student survey ratings by 0.13 SD."
Discussion¶
Related Claims¶
- Academic and behavioral classroom factors, not student demographics, drive the effect of composition on evaluator ratings — a narrower finding that bears on this claim
- Observation scores and student surveys were moderately correlated with student learning and likely captured different dimensions of teaching quality — related
- Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
classroom-composition-affects-teacher-ratings |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — delgado-2026 |
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