Male teachers have lower observation and value-added scores than female teachers¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q2–q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On average, male teachers scored lower than female teachers on observations and slightly lower on value added within the same schools. → Jiang 2016

q2 i? On average, male teachers scored lower than female teachers on observations and slightly lower on value-added. → Jennie Y. 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 · r2

Analysis of 2013-14 REACH scores by teacher gender, adjusted for the schools teachers work in. Male teachers comprise 23 percent of CPS teachers (4,242 of 18,525 with recorded gender).

"On average, male teachers scored lower than female teachers on observations and slightly lower on value added than their female counterparts within the same schools."

Jennie Y. Jiang 2016¶

Jennie Y. Jiang, Susan E. Sporte. (2016). Teachers with lowest evaluation scores are overrepresented in high-poverty schools. University of Chicago Consortium on School Research. http://consortium.uchicago.edu/page/teacher-evaluation

q2 · i? · associational · r2

From the REACH Students 2013-14 analysis of teacher characteristics and evaluation scores: "male teachers scored lower than female teachers on observations and slightly lower on value added than their female counterparts." No effect size is printed.

"On average, male teachers scored lower than female teachers on observations and slightly lower on value added than their female counterparts."

Discussion¶

Related Claims¶

• Minority teachers have lower observation scores than white teachers but no significant differences on value added — related
• Minority teachers' lower observation scores are largely attributable to school characteristics, and no race/ethnicity differences appear on value-added scores — related
• Understandings of valued thinking have been dominated by the voices of White, predominantly male scholars — related
• Teachers who were White, female, or had five or more years of experience scored about 14 percentage points higher; emergency-certified teachers scored 14 points lower — related