Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: 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.
q2 i? In a three-year sample of 201 observed lessons, 108 lessons (54 percent) received no High/Expert rating on any dimension. → Chu 2019
Evidence¶
Chu 2019¶
Chu, H., Perry, R., Reade, F., & Marple, S. (2019). Understanding complex instructional change: Classroom observations of Math in Common districts. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601889
q2 · i? · associational · r1
Observational rating distributions across 201 lessons observed in nine MiC districts, reported in Tables 3 and 4. The report states that "The majority of lessons (108, or 54 percent) did not receive a High/Expert rating on any of the dimensions."
"The majority of lessons (108, or 54 percent) did not receive a High/Expert rating on any of the dimensions."
Discussion¶
Related Claims¶
- Mathematical sense-making received High ratings most frequently among the MQI dimensions, while linking representations and multiple solutions/procedures were most often rated Not Present — related
- Lesson ratings showed no statistically significant differences between lessons observed earlier versus later in the initiative on any dimension — related
- Observation scores are modestly positively associated with individual value-added (adjusted correlation 0.349) but only weakly associated with performance tasks (0.108) and school-wide literacy value-added (0.119) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
majority-lessons-no-high-expert-rating |
title |
Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions |
description |
Across 201 observed K–8 math lessons, the majority (108, or 54 percent) did not receive a High/Expert rating on any of the eight observation dimensions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
recheck_by |
2024 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chu-2019 |
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