Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · 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? First-year REACH ratings did not differ between teachers who student taught in higher-achieving versus lower-achieving schools; equivalence was not tested. → Gordon 2018
Evidence¶
Gordon 2018¶
Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys
q2 · i? · associational · r2
Linking the 2014-15 cohort's placement data to first-year REACH evaluation ratings, the analysis showed "no differences in teachers' first year REACH ratings" by the achievement level of the placement school.
"Our analysis showed no differences in teachers' first year REACH ratings, whether they student taught in higher- or lower-achieving schools."
Discussion¶
Related Claims¶
- Student teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24) — related
- Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher first-year REACH ratings — related
- Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS — related
- Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired — related
- Mentor teachers' own evaluation ratings were positively related to their student teachers' first-year effectiveness as teachers-of-record — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cps-placement-school-characteristics-unrelated-first-year-effectiveness |
title |
Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings |
description |
Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gordon-2018 |
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