Phase 1 of the Pennsylvania pilot examined whether teachers with higher classroom observation scores on specific professional practices tended to have greater value-added impacts on student achievement¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
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.
q1 i? The pilot examined whether teachers with higher classroom observation scores on specific professional practices tended to have greater impacts on student achievement as measured by value-added models. → Stephen Lipscomb 2012
Evidence¶
Stephen Lipscomb 2012¶
Stephen Lipscomb, Hanley Chiang, Brian Gill. (2012). Value-Added Estimates for Phase 1 of the Pennsylvania Teacher and Principal Evaluation Pilot. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/valueadded-estimates-for-phase-1-of-the-pennsylvania-teacher-and-principal-evaluation-pilot
q1 · i? · associational · r?
The report's own summary states that it examines whether teachers with higher classroom observation scores on specific professional practices tended to have greater impacts on student achievement, as measured by value-added models. The available text reports the examination but does not print the direction, size, or statistical significance of the relationship.
"The report also examines whether teachers with higher classroom observation scores on specific professional practices among those who participated in the first phase tended to have greater impacts on student achievement, as measured by value-added models."
Discussion¶
Related Claims¶
- Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added) — a narrower finding that bears on this claim
- FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant — a narrower finding that bears on this claim
- Mathematica developed and estimated VAMs for use in Phase 1 of the Pennsylvania evaluation pilot — related
- Phase 1 of the Pennsylvania evaluation pilot produced value-added estimates of teacher and principal contributions to student achievement growth — related
- Federal policy requirements drove growth modeling and teacher value-added evaluation under NCLB and RTTP — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
observation-scores-value-added-relationship-pennsylvania-pilot |
title |
Phase 1 of the Pennsylvania pilot examined whether teachers with higher classroom observation scores on specific professional practices tended to have greater value-added impacts on student achievement |
description |
Phase 1 of the Pennsylvania pilot examined whether teachers with higher classroom observation scores on specific professional practices tended to have greater value-added impacts on student achievement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stephen-lipscomb-2012 |
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