District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2014: local conditions change quickly
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 i? In District G elementary schools, students in the highest-poverty quintile were the most likely to have a highest-performing teacher, a statistically significant divergence from equal access in the direction favoring high-poverty schools. → Steven Glazerman and Jeffrey Max 2011
Evidence¶
Steven Glazerman and Jeffrey Max 2011¶
Steven Glazerman and Jeffrey Max. (2011). Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE Evaluation Brief, NCEE 2011-4016. https://ies.ed.gov/ncee/pubs/20114016/pdf/20114016_app.pdf
q3 · i? · associational · r2
Figure 3 analysis for District G elementary teachers (N=407 teachers as printed); the chi-square test of no relationship between quintile and percent highest-performing was rejected at the 0.05 level.
"Figure 3 shows the most extreme example of a relationship that goes in the opposite direction, where the students most likely to have a highest -performing teacher were those in the highest poverty schools."
Discussion¶
Related Claims¶
- The most extreme district disparity: District A's high-poverty middle schools had about 1 in 20 highest-performing math teachers versus about 12 in 20 in the lowest-poverty quintile — related
- The distribution of highest-performing teachers across schools is statistically unlikely to be random, with significance for middle school teachers on both poverty and achievement groupings but for elementary teachers only on achievement groupings — related
- Across ten districts combined, elementary schools show no statistically significant difference from an equitable distribution of highest-performing teachers — related
- Elementary under-representation of highest-performing teachers appears in 4 of 8 districts despite the aggregate null — related
- Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools — reports the opposite
- Sixty percent of the highest-poverty schools also have above-average student growth — related
- Across ten districts combined, high-poverty middle schools have significantly fewer highest-performing teachers than low-poverty middle schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
district-g-elementary-favors-high-poverty-schools |
title |
District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers |
description |
District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
recheck_by |
2014 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-glazerman-and-jeffrey-max-2011 |
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