Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: 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? Teacher hiring and transfer patterns are consistent with small differences in the effectiveness of teachers of high- and low-income students. → Eric Isenberg 2016
Evidence¶
Eric Isenberg 2016¶
Eric Isenberg, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, Michael Hansen. (2016). Are High- and Low-Income Students Taught by Equally Effective Teachers? (Study Snapshot). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/
q3 · i? · associational · r?
The snapshot reports that hiring and transfer patterns across the 26 districts are consistent with the small measured differences in teacher effectiveness for high- and low-income students, describing how teacher movement could affect access.
"Teacher hiring and transfer patterns are consistent with small differences in the effectiveness of teachers of high- and low-income students."
Discussion¶
Related Claims¶
- Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access — possibly the same claim (merge candidate)
- Average differences in teacher effectiveness for high- and low-income students are small in the average study district — a broader claim this one bears on
- Teacher attrition patterns do not contribute to inequitable access to effective teachers — related
- A small subset of study districts shows meaningful inequity in low-income students' access to effective math teachers — related
- High- and low-income students have similar chances of being taught by the most and least effective teachers — related
- Teacher attrition, mobility, and hiring jointly contribute to teacher quality gaps between students of color and other students — related
- Eliminating attrition inequities alone does little to close teacher quality gaps — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
hiring-transfer-patterns-consistent-small-differences |
title |
Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income |
description |
Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.