NBCTs are more likely than other teachers to work in magnet schools and less likely to work in the poorest and predominantly African American schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: 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? NBCTs in CPS are more likely than other teachers to work in magnet schools and less likely to work in the poorest and predominantly African American schools. → Hart 2008
Evidence¶
Hart 2008¶
Hart, H. M., Sporte, S. E., Ponisciak, S. M., Stevens, W. D., & Cambronne, A. (2008). Teacher and Principal Leadership in Chicago: Ongoing Analyses of Preparation Programs. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/teacher-and-principal-leadership-chicago-ongoing-analyses-preparation-programs
q2 · i? · associational · r2
Descriptive analysis of CPS personnel records and Chicago Office of NBPTS data comparing school placement of 535 NBCTs to other CPS teachers across school type, racial composition, and income categories (Table 4). Differences significant using chi-square or t-test statistics.
"NBCTs are working in all types of CPS schools but they are not equally distributed. They are more likely than other CPS teachers to work in magnet and higher achieving schools and less likely to work in the poorest, lowest achieving, and predominantly African American schools."
Discussion¶
Related Claims¶
- NBCTs report holding school leadership positions at higher rates than other teachers (50% vs 32%) — related
- The match between principal race/ethnicity and the majority race of students in CPS schools increased over time — related
- The home digital divide narrowed by 2003 and schools partially compensated, with predominantly African-American elementary students using school computers more than integrated-school students — related
- Magnet schools show positive effects on achievement, graduation, motivation, intergroup relationships, and satisfaction, and well-integrated magnets attract high parental demand — related
- A digital divide exists in Chicago students' home technology use, but schools do not strongly magnify it along racial or income lines — related
- African-American and Asian students are more likely than Latino and white students to live within multiple magnet neighborhood zones — related
- Magnet elementary schools enroll larger percentages of white and Asian students and smaller percentages of Latino and African-American students than non-magnet schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
nbcts-disproportionately-magnet-schools |
title |
NBCTs are more likely than other teachers to work in magnet schools and less likely to work in the poorest and predominantly African American schools |
description |
NBCTs are more likely than other teachers to work in magnet schools and less likely to work in the poorest and predominantly African American schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2008 |
recheck_by |
2013 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hart-2008 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.