Claims

Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added)

Claim · All claims
Evidence · 2 studies (3 entries) · 2 associational r2–r3 · q2
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · 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.

q2 i? Across nearly all rubric components, teachers with higher scores tended to make larger contributions to student achievement than teachers with lower scores, as measured by value added. → Elias Walsh 2013

q2 i? Across almost all Framework components, teachers with lower observation ratings had lower value-added measures, and the relationship was statistically significant for all components in reading and math. → Sartain 2011

Evidence

Elias Walsh 2013

Elias Walsh, Stephen Lipscomb. (2013). Classroom Observations from Phase 2 of the Pennsylvania Teacher Evaluation Pilot: Assessing Internal Consistency, Score Variation, and Relationships with Value Added. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/classroom-observations-from-phase-2-of-the-pennsylvania-teacher-evaluation-pilot-assessing-internal-consistency-score-variation-and-relationships-with-value-added

q2 · i? · associational · r?

The report's summary of Phase 2 findings states that "across nearly all components, teachers with higher scores on the rubric tended to make larger contributions to student achievement" as measured by value added. No effect size or test statistic is printed in the available text.

"across nearly all components, teachers with higher scores on the rubric tended to make larger contributions to student achievement than did teachers with lower scores, as measured by value added"

Sartain 2011

Sartain, L., Stoelinga, S. R., & Brown, E. R., with Luppescu, S., Kapadia Matsko, K., Miller, F. K., Durwood, C. E., Jiang, J. Y., & Glazer, D. (2011). Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/rethinking-teacher-evaluation-chicago-lessons-learned-classroom-observations-principal

q2 · i? · associational · r2

Validity analysis comparing principal Danielson ratings to CPS value-added indicators for 955 principal observations of 501 grade 4-8 reading and math teachers. The article reports the pattern that "teachers with the lowest observation ratings also have the lowest value-added measures" and states the rating-value-added relationship was statistically significant for all components.

"Across almost all of the Framework components, teachers with the lowest observation ratings also have the lowest value-added measures"

Sartain 2011 (2)

Sartain, L., Stoelinga, S. R., & Brown, E. R., with Luppescu, S., Kapadia Matsko, K., Miller, F. K., Durwood, C. E., Jiang, J. Y., & Glazer, D. (2011). Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/rethinking-teacher-evaluation-chicago-lessons-learned-classroom-observations-principal

q2 · i? · associational · r3

The validity sample comprised principal ratings linked to value-added indicators: "a sample of 955 principal observations of 501 teachers." Figure 1 shows average standardized value-added rising monotonically across Unsatisfactory, Basic, Proficient, and Distinguished ratings for both reading and math.

"This leaves us with a sample of 955 principal observations of 501 teachers."

Discussion

Page metadata
Field Value
type claim
id framework-scores-relate-to-value-added
aliases danielson-ratings-predict-value-added
title Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added)
description Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added)
status review
evidence_strength moderate
newest_evidence 2013
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 3 — elias-walsh-2013, sartain-2011, sartain-2011-2

Frontmatter is the page's machine-readable record — see the Schema & Guide.