The report compares the effectiveness of teachers entering and exiting DCPS since IMPACT against core teachers who remained from 2008–2009 through 2012–2013¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q1 i? The report calculates the gap between average IMPACT scores of teachers who left DCPS each year and core teachers, and the gap between average IMPACT scores of new hires each year and core teachers. → Elias Walsh 2014

Evidence¶

Elias Walsh 2014¶

Elias Walsh, Dallas Dotter. (2014). Longitudinal Analysis of the Effectiveness of DCPS Teachers. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/longitudinal-analysis-of-the-effectiveness-of-dcps-teachers

q1 · i? · associational · r?

The report's second research question frames an analysis of whether the average DCPS teacher became more effective four years after IMPACT began, by computing gaps in average IMPACT scores between exiting teachers, new hires, and "core teachers" who remained across the period. No findings are printed on this page.

"We examine the effectiveness of teachers who entered and exited DCPS since IMPACT was initiated compared to those “core teachers” who remained in DCPS from the 2008–2009 through the 2012–2013 school years."

Discussion¶

Related Claims¶

• The report examines whether retention rates of effective DCPS teachers changed after IMPACT began, including dismissal rates and school-level retention over time — related
• In the 2008-2009 school year, 39 percent of DCPS principals (51 individuals) did not return, as part of Chancellor Rhee's replacement reforms following mayoral control — related