Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students¶

Claim · All claims
Evidence · 1 study · associational r3 · 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¶

q3 i? On both value-added and observation scores, teachers with the lowest scores are overrepresented in schools with the highest concentration of low-income students. → 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

Descriptive analysis of 2013-14 REACH evaluation data from CPS elementary schools, comparing distributions of lowest-scoring teachers across school poverty quintiles. The report finds "26 percent are in schools with the highest levels of poverty while only 13 percent are in schools with lowest concentration of poverty."

"For example, of the teachers with the lowest scores on value added, 26 percent are in schools with the highest levels of poverty while only 13 percent are in schools with lowest concentration of poverty ( see Figure 1.A )."

Discussion¶

Related Claims¶

• Schools with lower percentages of Proficient and Distinguished observation ratings tend to be higher-poverty schools — a narrower finding that bears on this claim
• Teachers with the lowest value-added scores are overrepresented in Chicago's highest-poverty schools — possibly the same claim (merge candidate)
• Low observation scores are even more concentrated in high-poverty schools than low value-added scores — possibly the same claim (merge candidate)
• Minority teachers' lower observation scores are largely attributable to school characteristics, and no race/ethnicity differences appear on value-added scores — related
• Across ten districts combined, high-poverty middle schools have significantly fewer highest-performing teachers than low-poverty middle schools — 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
• Observation scores have a stronger relationship with school characteristics such as poverty than value-added scores — related
• Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles — related
• Differences in evaluation scores between high- and low-poverty schools persist after controlling for teacher experience and credentials — related
• Top-scoring teachers in highest-poverty schools have higher value-added scores than their counterparts in lower-poverty schools — reports the opposite
• Students in the highest-poverty schools are almost twice as likely to be taught by inexperienced teachers — related
• Concentrated poverty in New Mexico is associated with lower grade-level proficiency and inequitable access to experienced teachers — related
• Teacher turnover is 35%–37% higher in schools with the largest concentrations of students of color and students from low-income backgrounds than in schools with the smallest — related
• High- and low-income students have similar chances of being taught by the most effective and the least effective teachers — reports the opposite
• Minority teachers have lower observation scores than white teachers but no significant differences on value added — related