Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change
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? Disadvantaged students receive poorer-quality instruction, on average, compared with other students in the 29 districts studied. → Eric Isenberg 2013
Evidence¶
Eric Isenberg 2013¶
Eric Isenberg, Jeffrey Max, Philip Gleason, Liz Potamites, Robert Santillano, Heinrich Hock, Michael Hansen. (2013). Access to Effective Teaching for Disadvantaged Students (Interim Report). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/
q2 · i? · associational · r?
The report's own summary of its district-level analysis: a study of access to effective teachers across 29 school districts nationwide, finding that "disadvantaged students receive poorer-quality instruction, on average, compared with other students." No effect size is printed on the page.
"This study explores the disparity in access to effective teachers in 29 school districts across the country, revealing that disadvantaged students receive poorer-quality instruction, on average, compared with other students."
Discussion¶
Related Claims¶
- Disadvantaged students in grades 4-8 receive less effective teaching on average than other students in the same grades — possibly the same claim (merge candidate)
- Access to effective teaching for disadvantaged students varied across districts, from no statistically significant difference to a disparity equivalent to 13 weeks of learning — related
- Teachers in districts with large fractions of disadvantaged students receive lower value-added ratings when student background characteristics are omitted — related
- The teaching-effectiveness disparity represents a small share of the overall achievement gap for disadvantaged students — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
disadvantaged-students-poorer-access-effective-teachers |
title |
Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students |
description |
Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
recheck_by |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.