The three Pittsburgh teacher effectiveness measures are positively, moderately correlated, suggesting they are valid and complementary¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: 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? The three measures are positively, if moderately, correlated, which the authors interpret as suggesting validity and complementarity. → Duncan Chaplin 2014
Evidence¶
Duncan Chaplin 2014¶
Duncan Chaplin, Brian Gill, Allison Thompkins, Hannah Miller. (2014). Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools. Regional Educational Laboratory Mid-Atlantic, Institute of Education Sciences. https://ies.ed.gov/ncee/edlabs
q2 · i? · associational · r2
Correlational analysis of the three district measures found they are "positively, if moderately, correlated"; the authors interpret this pattern as evidence the measures are valid and complementary. No correlation coefficients are printed in the available text.
"The measures are positively, if moderately, correlated, suggesting that they are valid and complementary measures of teacher effectiveness."
Discussion¶
Related Claims¶
- The study's correlational, cross-sectional design limits internal validity and causal interpretation — related
- Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools — related
- Organizing performance measures into outcomes, impacts, and processes provides rich, fair, and diagnostically useful information — related
- Observation scores and student surveys were moderately correlated with student learning and likely captured different dimensions of teaching quality — related
- FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pittsburgh-teacher-measures-moderately-correlated |
title |
The three Pittsburgh teacher effectiveness measures are positively, moderately correlated, suggesting they are valid and complementary |
description |
The three Pittsburgh teacher effectiveness measures are positively, moderately correlated, suggesting they are valid and complementary |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
recheck_by |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — duncan-chaplin-2014 |
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