About one in six grade 4 and 5 math and reading/ELA teachers is linked in unconfirmed administrative data to a subject they do not teach¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: tool and model accuracy changes quickly
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? Due to departmentalization of instruction in math and reading/English language arts in grades 4 and 5, about one in six teachers in these grades and subjects is linked in the unconfirmed data to a subject he or she does not teach. → Eric Isenberg 2013
Evidence¶
Eric Isenberg 2013¶
Eric Isenberg, Bing-ru Teh, Elias Walsh. (2013). Elementary School Data Issues: Implications for Research Using Value-Added Models. Working Paper 23, Chicago, IL: Mathematica Policy Research. https://www.mathematica.org/publications/elementary-school-data-issues-implications-for-research-using-valueadded-models
q2 · i? · associational · r?
The paper's comparison of roster-confirmed versus unconfirmed teacher/student links in DC Public Schools administrative data finds that departmentalized grade 4-5 instruction produces mislinks: "about one in six teachers in these grades and subjects is linked in the unconfirmed data to a subject that he or she does not teach."
"Due to the departmentalization of instruction in math and reading/English language arts in grades 4 and 5, about one in six teachers in these grades and subjects is linked in the unconfirmed data to a subject that he or she does not teach."
Discussion¶
Related Claims¶
- Instruction in upper elementary grades is often departmentalized: about one in six elementary school teachers in the original administrative data was linked to a subject he or she did not teach — possibly the same claim (merge candidate)
- Researchers presume grades 4-5 administrative data are better for value-added teacher effectiveness research because of self-contained classrooms and classroom homogeneity — related
- The effects of departmentalized instruction on student achievement and teacher retention remain unclear — related
- Using unconfirmed teacher/student links in value-added models affects research differently depending on the circumstances of the data — a broader claim this one bears on
- Teacher-confirmed roster data show levels of co-teaching far beyond what appears in administrative data — related
- Departmentalized elementary teachers' experiences matched some, but not all, hypothesized benefits and challenges of departmentalized instruction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
one-in-six-grade-4-5-teachers-mislinked-unconfirmed-data |
title |
About one in six grade 4 and 5 math and reading/ELA teachers is linked in unconfirmed administrative data to a subject they do not teach |
description |
About one in six grade 4 and 5 math and reading/ELA teachers is linked in unconfirmed administrative data to a subject they do not teach |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — eric-isenberg-2013 |
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