Disadvantaged students in grades 4-8 receive less-effective teaching on average than other students in the same grades¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change

Subclaims¶

q3 i? Based on data from 29 districts in grades 4-8 and two states in grades 4 and 5, disadvantaged students received less-effective teaching in a given year than other students in those grades. → Jeffrey Max 2014 q3 i? The average disparity in teaching effectiveness was equivalent to about four weeks of learning for reading and two weeks for math. → Jeffrey Max 2014

q2 i? Based on data from 29 districts and two states, disadvantaged students received less-effective teaching in a given year than other students in the same grades. → Jeffrey Max 2014

q2 i? The average disparity in teaching effectiveness was equivalent to about four weeks of learning for reading and two weeks for math. → Jeffrey Max 2014

Evidence¶

Jeffrey Max 2014¶

Jeffrey Max, Steven Glazerman. (2014). Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies (Technical Appendix). Washington, DC: Institute of Education Sciences. https://www.mathematica.org/publications/tech-appen-do-disadvantaged-students-get-less-effective-teaching-key-findings-from-recent

q3 · i? · review · r2

The brief reports a synthesis of three IES studies using value-added measures across 29 districts and two states. It states the "average disparity in teaching effectiveness was equivalent to about four weeks of learning for reading and two weeks for math."

"Based on data from 29 districts in grades 4-8 and two states in grades 4 and 5, disadvantaged students received less-effective teaching in a given year than other students in those grades. The average disparity in teaching effectiveness was equivalent to about four weeks of learning for reading and two weeks for math."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Disparities in access to effective teaching between disadvantaged and non-disadvantaged students varied widely across the 29 districts studied — a narrower finding that bears on this claim
• Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students — possibly the same claim (merge candidate)
• Teachers in districts with large fractions of disadvantaged students receive lower value-added ratings when student background characteristics are omitted — related
• Effective teachers compound their advantage over consecutive years, and low-achieving students are disproportionately assigned to ineffective ones — related
• Teacher value-added estimates are highly correlated across model specifications that differ in student and peer control variables — related
• One year of teaching-effectiveness differences is estimated to represent 4 percent of the existing reading achievement gap and 2 to 3 percent of the math gap — related