No significant heterogeneity in pilot effects by school racial/ethnic composition was found¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Interactions between pilot status and the percentage of minority students were not statistically significant for math or reading in any year. → 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 · i? · causal · r2

Table 11 of the randomized comparison reports Pilot × % Minority interaction coefficients across years and subjects, none carrying a significance star; the article presents no significant race-based heterogeneity. Reported as descriptive interaction estimates without printed standardized effect sizes, so impact is null.

"Pilot∗ % Minority −0.062 −0.061 −0.105 −0.048 −0.067 −0.088"

Discussion¶

Related Claims¶

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• Low-poverty schools benefited more from the evaluation pilot than high-poverty schools, in both math and reading — related
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