FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i1 small
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

Subclaims¶

q2 i1 Correlations between FFT domain scores and VAM scores were all positive and generally statistically significant, ranging from 0.19 to 0.22 by domain. → Stephen Lipscomb 2015

Evidence¶

Stephen Lipscomb 2015¶

Stephen Lipscomb, Jeffrey Terziev, Duncan Chaplin. (2015). Measuring Teachers' Effectiveness: A Report from Phase 3 of Pennsylvania's Pilot of the Framework for Teaching. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-teachers-effectiveness-a-report-from-phase-3-of-pennsylvanias-pilot-of-the-framework

q2 · i1 · associational · r2

Correlational analysis merging FFT observation scores with teachers' estimated contributions to student achievement growth for 6,676 teachers. The report prints correlation coefficients (r) of 0.19 to 0.22 by domain, all positive and generally statistically significant; the printed effect size r = 0.19 to 0.22 corresponds to a small correlation.

"The correlations of the FFT scores with value-added measures scores were all positive and generally statistically significant, ranging from 0.19 to 0.22 by domain."

Discussion¶

Related Claims¶

• Rating distributions and FFT-VAM relationships were broadly similar across the two pilot phases, though top-two-category ratings decreased somewhat in Pittsburgh — related
• FFT scores showed acceptable-to-good internal consistency, with the overall PPR score more internally consistent than any single domain score — related
• Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools — related
• Phase 1 of the Pennsylvania pilot examined whether teachers with higher classroom observation scores on specific professional practices tended to have greater value-added impacts on student achievement — a broader claim this one bears on
• Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate — related
• Teachers in schools with better organizational and learning climates have higher value-added and observation scores, even compared with schools serving similar students — related
• Danielson Framework observation ratings are valid measures of teaching practice, with higher ratings corresponding to higher student test-score growth in reading and math — related
• The three Pittsburgh teacher effectiveness measures are positively, moderately correlated, suggesting they are valid and complementary — related
• The classroom management dimension is most consistently and strongly related to teachers' value-added scores across instruments, subjects, and grades — related