A small subset of study districts shows meaningful inequity in low-income students' access to effective math teachers¶
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? In a small subset of the 26 study districts, there is meaningful inequity in access to effective teachers in math. → Eric Isenberg 2016
q3 i? In a small subset of study districts, there is meaningful inequity in access to effective teachers in math. → Eric Isenberg 2016
Evidence¶
Eric Isenberg 2016¶
Eric Isenberg, Jeffrey Max, Philip Gleason, Matthew Johnson, Jonah Deutsch, Michael Hansen. (2016). Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts (Executive Summary). 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 study reports that "in a small subset of study districts, there is meaningful inequity in access to effective teachers in math"; the summary does not print the number of districts or an effect size.
"In a small subset of study districts, there is meaningful inequity in access to effective teachers in math."
Discussion¶
Related Claims¶
- Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income — related
- In the average study district, differences in teacher effectiveness between high- and low-income students' teachers are small — related
- High- and low-income students have similar chances of being taught by the most effective and the least effective teachers — related
- Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
math-inequity-subset-districts |
aliases |
meaningful-math-inequity-subset-districts |
title |
A small subset of study districts shows meaningful inequity in low-income students' access to effective math teachers |
description |
A small subset of study districts shows meaningful inequity in low-income students' access to effective math teachers |
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.