Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2014 · checked against its sources 2026-10-08 (automated, 1 of 1 entry) · 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? All three teacher effectiveness measures being developed by Pittsburgh Public Schools have the potential to differentiate teacher performance. → 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
The report's Key Findings state, based on analysis of district data on observations of professional practices, student surveys, and value-added contributions to achievement growth, that "All three measures of teacher effectiveness being developed by the Pittsburgh Public Schools" can differentiate performance.
"All three measures of teacher effectiveness being developed by the Pittsburgh Public Schools—professional practice, student surveys, and value- added measures—have the potential to differentiate teacher performance."
Discussion¶
Related Claims¶
- Variation across schools in principal-assigned professional practice ratings suggests principals' standards may not be fully consistent across schools — related
- The three Pittsburgh teacher effectiveness measures are positively, moderately correlated, suggesting they are valid and complementary — related
- Principal practice ratings varied across the score range in New Jersey's pilot year, but most principals received ratings of effective or highly effective — related
- Value-added models were developed to estimate teachers' and schools' contributions to student achievement in Pittsburgh Public Schools — related
- Most teacher survey domains and scales used by DCPS meaningfully differentiate among schools — related
- FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant — related
- The Pittsburgh VAMs incorporate course-specific assessments, attendance, and course completion alongside state assessments — related
- Observation scores and student surveys were moderately correlated with student learning and likely captured different dimensions of teaching quality — related
- Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate — related
- Most variation in teacher evaluation scores is within schools rather than between schools — related
- Value-added models were used to estimate teacher and principal effectiveness measures in Charleston County School District in 2013-2014 — related
- Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year — related
- Developers of the principal practice instruments provided only partial information about the instruments' reliability and validity — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pittsburgh-three-measures-differentiate-teacher-performance |
title |
Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools |
description |
Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-08 |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.