Across ten districts combined, elementary schools show no statistically significant difference from an equitable distribution of 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 2016: 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.
q3 i? At the elementary level, the prevalence of highest-performing teachers does not statistically differ across school poverty quintiles when all districts are considered collectively. → 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
Same district-level observational analysis (elementary panel, N=5,812 teachers as printed in Figure 1); the elementary chi-square test did not reject an equitable distribution. Equivalence was not tested; only non-significance is reported.
"In the elementary grades, the distribution of highest -performing teachers does not statistically differ from an equitable distribution, but in the middle grades, the distribution difference is statistically significant"
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
- District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers — 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
- Main results are robust to grouping schools into four poverty quartiles instead of five quintiles — related
- Elementary under-representation of highest-performing teachers appears in 4 of 8 districts despite the aggregate null — related
- Across ten districts combined, high-poverty middle schools have significantly fewer highest-performing teachers than low-poverty middle schools — related
- Mentoring experiences did not differ statistically significantly across districts with different poverty, achievement, or rurality levels — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
elementary-equitable-distribution-highest-performing-teachers |
title |
Across ten districts combined, elementary schools show no statistically significant difference from an equitable distribution of highest-performing teachers |
description |
Across ten districts combined, elementary schools show no statistically significant difference from an equitable distribution of highest-performing teachers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
recheck_by |
2016 |
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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