Higher-achieving schools realized a bigger first-year reading benefit from the evaluation pilot than lower-achieving schools¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i1 Pilot schools one standard deviation above the mean in prior reading achievement improved by 0.09 SD more than lower-performing pilot schools in year 1; the interaction was not significant in later years. → Matthew P. Steinberg and Lauren Sartain 2015
Evidence¶
Matthew P. Steinberg and Lauren Sartain 2015¶
Matthew P. Steinberg and Lauren Sartain. (2015). Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project. Association for Education Finance and Policy. https://doi.org/10.1162/EDFP_a_00173
q3 · i1 · causal · r2
Heterogeneity analysis (table 9) interacting pilot status with baseline achievement in the randomized comparison: the printed year 1 reading interaction effect size is 0.087 standard deviations, significant at the 10 percent level. The article states it found "no additional benefit to high-achieving pilot schools in the second and third post-policy years."
"After the first year of the pilot, higher-achieving schools (those that are one standard deviation above the mean in prior reading achievement) improved by 0.09 standard deviations over lower-performing pilot schools."
Discussion¶
Related Claims¶
- Low-poverty schools benefited more from the evaluation pilot than high-poverty schools, in both math and reading — related
- After the first year of the EITP pilot, cohort 1 schools improved reading achievement by 0.10 standard deviations relative to cohort 2 schools — related
- No significant heterogeneity in pilot effects by school racial/ethnic composition was found — related
- The reading achievement gap between cohort 1 and cohort 2 schools persisted into the second year, with the year 3 estimate no longer statistically significant — related
- The first-year effect of the EITP pilot on school-level math achievement (0.05 SD) was not statistically significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
eitp-heterogeneity-baseline-achievement |
title |
Higher-achieving schools realized a bigger first-year reading benefit from the evaluation pilot than lower-achieving schools |
description |
Higher-achieving schools realized a bigger first-year reading benefit from the evaluation pilot than lower-achieving schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matthew-p-steinberg-and-lauren-sartain-2015 |
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