Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools¶
Claim · All claims
Evidence · 1 study · associationalr3·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? About 63 percent of schools with the lowest percentages of Proficient and Distinguished ratings were higher-poverty schools in the top two quintiles of school poverty. → Jiang 2016
Evidence¶
Jiang 2016¶
Jiang, J. Y., & Sporte, S. E. (2016). Teacher Evaluation in Chicago: Differences in Observation and Value-Added Scores by Teacher, Student, and School Characteristics. UChicago Consortium on School Research. https://eric.ed.gov/?id=ED562786
q3 · i? · associational · r3
Analysis of school-level distributions of observation ratings across 519 schools, 19,087 teachers, and 6,069,069 observation ratings on 19 components in 2013-14 (Figure 3). The relationship holds across all four domains of the CPS Framework for Teaching.
"about 63 percent of schools with the lowest percentages of Proficient and Distinguished ratings were higher-poverty schools (schools in the top two quintiles of school poverty)."
Discussion¶
Related Claims¶
- Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students — a broader claim this one bears on
- District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers — reports the opposite
- Sixty percent of the highest-poverty schools also have above-average student growth — related
- 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
- School test score averages are strongly related to the income of the families a school serves — related
- Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lower-rated-schools-tend-higher-poverty |
title |
Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools |
description |
Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools |
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 — jiang-2016 |
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